Individuals with ASD often display externalizing behaviors, which have been associated with lower quality of life in adulthood. Social difficulties have been hypothesized to underlie externalizing problems among individuals with ASD (Klin and Volkmar in "Asperger Syndrome," 340-366, 2000), but this has never been tested empirically. We…

Used computer simulation to examine the reliability of interpretations for Kaufman's "intelligent testing" approach to the Wechsler Intelligence Scale for Children (3rd ed.) (WISC-III). Findings indicate that factor index-score differences and other measures could not be interpreted with confidence. Argues that limitations of IQ testing…

Maintains that intelligence tests contribute little to the planning, implementation, and evaluation of instructional interventions for children. Suggests that intelligence tests are not useful in making differential diagnostic and classification determinations for children with mild learning problems and that such testing is not a cost-beneficial…

Summarizes a special journal issue that is intended to provide professionals and other members of the policy-shaping community with information concerning the appropriate role of IQ testing in school psychological services. Suggests that IQ testing is unfounded and has led the field of school psychology astray. (RJM)

Considers problems that arise at the interface between psychology and education, including inadequate training of school psychologists, the controversy over the use of IQ tests, and insufficient financial resources. Analyzes the role of social and economic forces controlling the policies that affect American schoolchildren. (Author/GC)

Argues that IQ tests are a valid method of determining student intelligence but that they should be used with caution and interpreted only by qualified individuals. For journal availability, see SO 505 800. (JR)

Presents rationale to reject claims that intelligence tests validly measure intellectual ability and predict school achievement. (DW)

Acknowledges a number of studies that show an association among children, but warns that such an association does not prove causality. Calls for the implementation of such controls as IQ and social class in research on the effects of television on achievement. (GC)

Reading Achievement, IQ, and behavior problems were assessed in second and eighth grade for a longitudinal sample of 57 children. "Matthew effects" did not occur for most of the children with learning disabilities, although a widening of the group difference in IQ was seen between the math disabled and nondisabled groups. Elevated rates…

Presents cases illustrating the negative effects of intelligence testing on children. (DW)

The current controversy over standardized tests is not an effort to abandon assessment, rather it is an effort to develop assessment procedures that are more in keeping with a new set of educational and social assumptions. (Author/IRT)

The paper reviews contributions of J. Piaget and others to the understanding of perception's importance in the cognitive development of mentally retarded children. The effects of poor discrimination learning on IQ scores are noted. (CL)

By analyzing analogy questions, supports the notion that ability tests can predict school achievement because the two types of testing are very similar. (DW)

Cites cultural reasons for abandoning use of intelligence testing. (DW)

The relationship between language disorders, learning disabilities, verbal and performance IQ discrepancies and six tests frequently used in screening language disordered children was examined with 95 students in grades 4-12 classified as learning disabled and/or language disabled. Ss were divided into three groups based on profiles from the…