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Eleven year old children in educable (N=378) and regular (N=319) classes from the five county greater Philadelphia area were compared on the Slosson Intelligence Test for Children and Adults, an adaptation of the Test of Social Inference, an adaptation of the Temple Informal Reading Inventory, and the Auditory Reception and Verbal Expression subtests from the 1968 Illinois Test of Psycholinguistic Abilities. The distributions for the total sample were converted into T scores, and the children scoring above and below a T score of 45 (equivalent in our data to an IQ of 75) on each of the variables were identified. Applying Jastak and his colleagues' concept of multiple criteria suggests that 25 percent of the children in educable classes ma), be misplaced since they scored above the cutting point on at least four of the five criteria. Only 31 percent of those in the educable classes failed either four or five of the five criteria. The combination of a reading problem and a lower IQ is highly associated with educable placement. The findings support efforts to place most children found in educable classes into the regular classroom through the use of tutoring and resource rooms. [ABSTRACT FROM AUTHOR]

The article discusses the comparison of intelligence quotients and mental ages which are derived from the Peabody Picture Vocabulary Test and the Revised Stanford-Binet cognitive instruments. The tests were conducted and data were collected from 386 mentally subnormal boys and girls. The results indicated that those tests were equivalent for both trainable and educable mentally retarded.

The article examines the adequacy of the Form X of the Abstraction Test for use with mentally retarded (MR) children between the ages of six and seventeen. The method is administered to a group of MRs and performed a series of operations on the data. The operations are concerned with: (1) an item analysis which determines the relative difficulty of the items as well as their discriminating power and their uniqueness, (2) the reliability of the test, and (3) the validity of the test. In conclusion, the test is adequate for use with mentally retarded children between the ages of six and seventeen.

The article investigates the suitability of the application of Abstraction Test, a method using auditory input exclusively which was originally created for cerebral palsied children and mentally retarded children, in visually handicapped children in the U.S. This study was participated by 94 visually impaired children between the ages of 5 to 10 years who are enrolled in classes for the blind and visually handicapped in Logan School, Philadelphia School District and Overbrook School for the Blind. The result of the study found that Abstraction Test is adequately discriminative to guarantee its application in children with visual impairments between ages 5-10 years.