School psychologists spend a great deal of time translating assessment results into a psychoeducational report. The importance of creating reports that are both useful and understandable to the readers of the report while also being efficient for the school psychologist cannot be overstated. This study examines parent and teacher perceptions…

School psychologists are increasingly engaged in service provisions for students eligible for special education services under the eligibility category of autism, including conducting school-based assessments and evaluations. Evaluations occur for a variety of reasons such as special education eligibility decision-making, treatment and…

Three ethical-legal case incidents involving computer-assisted psychodiagnostic assessment in the schools are presented. Each case is analyzed in terms of applicable laws, ethical codes, and standards for professional practice. (Author)

Investigated correlations between two intelligence measures for exceptional children. Corrected correlations between the tests indicated differences with correlations reported in one manual. Relationships were generally higher than those reported elsewhere. Implications are discussed, especially those involving the use of correlations between…

So as to compare predicted achievement based upon WISC-R IQs and observed achievement by the WRAT standard scores, both instruments were administered by the same school psychologist to 282 urban students referred for psychological evaluation. The correlations obtained were substantial. (Author)

Investigated the alternate-forms and alpha reliabilities of the Teacher Stress Inventory (TSI) based on the responses of two groups of 138 teachers. Demonstrated high stability and equivalence for the stress factors across immediate, one-day, one-week, and one-week intervals. Between-forms correlations were larger for the immediate than for the…

A comparison of reading subtests of the Wide Range Achievement Test, Peabody Individual Achievement Test, and Slosson Oral Reading Test showed a high correlation between the WRAT and PIAT. Suggests the WRAT and PIAT measure the same dimension of reading achievement, possibly verbal fluency. (Author/JAC)

Investigated stability of the Wechsler Intelligence Scale for Children-Revised (WISC-R) intelligence quotient scores of 32 exceptional students over six-year interval. Used 20 learning disabled and 12 mentally disabled students aged 6 to 16. Test-retest findings indicated median reliability value of .74. Discusses implications for clinicians and…

Investigated capability of Wechsler Intelligence Scale for Children-Revised (WISC-R) Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom from Distractibility (FD) factor scores and student self-ratings of behavior to predict academic achievement in students referred for psychological evaluations due to learning and behavior…

Examined the concurrent validity of the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) in a sample of 101 students aged 6 to 16, referred for learning, mental or emotional disabilities. Results showed significant correlations between the PPVT-R and the WISC-R overall sample. (JAC)