Despite the widespread use of school-based universal screening systems for social, emotional, and behavioral risk, limited research has examined discrepancies in ratings provided by teachers and their secondary students. Using the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS; teacher report) and mySAEBRS (student report) scores…

Considerable judgment is required in scoring some McCarthy subtests, as this research showed the results of the Draw-A-Design test to be disagreeably scored. Oral Vocabulary and Draw-A-Child tests offered few scoring discrepancies between examiners. Two different studies and protocols are discussed. (CE)

Issues related to an increasing incompatibility between school psychology and projective assessment are examined. These issues pertain to educational relevance, changing social and educational values, potential litigation, and technical adequacy. The authors conclude that there are few valid reasons for school psychologists to use projective…

Twenty-one studies that reported mean score differences between the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) Full Scale are summarized. The differences are found to be minimal and are attributed to data bias and WJTCA's higher correlation with achievement. (EGS)

This response to Batsche and Peterson's article discusses the theoretical, empirical, and pragmatic merits of projective assessment when performed in the context of a comprehensive personality assessment battery. The projective measures should not be considered in isolation. The author concludes projective techniques are not incompatible with…

The Jastak System of obtaining scores on "personality" dimensions is currently widely promoted. It is shown to be totally spurious, based on hereditarian doctrines long in disrepute, and dangerous in use. The promotional techniques used are also described. (Author)

The authors respond to Brandt's critique (TM 508 782) of their work. They object to the unsupported criticism and indications that they "overgeneralize." They assert that cultural differences need not imply deficit. The needs of American Indian children demand the application of a variety of perspectives and interdisciplinary skills.…

Evaluates situational bias that could be associated with curriculum-based measurement (CBM). During CBM, students are timed while responding. Results showed that students' accuracy levels increased under the conspicuous timing conditions, but there was no interaction between timing condition and ethnicity for digits correct per minute, digits…

Sattler's standard deviation technique for interpreting strengths and weaknesses on the Stanford-Binet Intelligence Scale has been simplified by Kaufman and Waterstreet in the form of an easy-to-use table. A refinement of their table is presented, with an example to demonstrate its use. (Author/CTM)

The multitrait multimethod model of test validation is a conceptual approach for collecting, organizing, and integrating this information in making classification and intervention decisions for handicapped children. Typical problems with assessment practice are discussed with suggestions for overcoming these difficulties using the…

Although formal assessment of children with severe disabilities raises many problems of measurement, evaluation by "standard rulers" is still essential. This article examines the role of the school psychologist in the measurement process and identifies issues related to the assessment of developmentally disabled children. (Author/EGS)

This critique, of Cummings and Moscato's review (TM 508 777) of the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) argues that the WJTCA is biased toward achievement resulting in a discrepancy of scores for learning disabled students. This bias is incompatible with the aptitude/achievement discrepancy model of specific learning disabilities.…

Studies examining the performance of American Indian children on the Wechsler instruments are reviewed to provide the basis for an examination of Wechsler Intelligence Scale for Children-Revised research. Factors that potentially influence Indian performance on the Wechsler are presented. Suggestions for interpretation of the Wechsler Intelligence…

The authors believe the McShane and Plas literature review (TM 508 781) did not critically examine the methodological or theoretical problems in the cited studies. This uncritical examination resulted in a profile of Native American performance which did not control for English language fluency or for normal versus handicapped Indian populations.…

This article reviews the history and present status of interactional computerized assessment systems. It concludes that automated assessment is at a rudimentary stage of development especially in school psychology. Further research and development on tests specifically designed for computerization, rather than adapting existing tests to…