This study provides guidelines for practitioners to determine the minimum differences, in scaled score points, needed for statistical significance when applying the Bannatyne recategorization of Wechsler Intelligence Scale for Children--Revised subtests on a individual basis. (Author)

Administered achievement and intelligence tests to prelingually deaf public school children (N=48). Results indicated achievement scores were one standard deviation or more below the normative mean, whereas the mean performance on the intelligence quotient measures demonstrated average intellectual abilities. (Author/ABL)

Investigated the measurement properties and practical utility of Bannatyne's recategorized WISC-R scores. Analyses of the scores of Caucasian learning disabled children indicated that, as a group, these students were characterized by the predicted Spatial-Conceptual-Sequential pattern. This was not found to be true for Mexican-American learning…