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The concurrent validity of the KBIT-2 Nonverbal IQ and Leiter-R Brief IQ was evaluated for two groups of children: those with high functioning autism and those with language impairments without autism. Fifty-three children between the ages of 4 and 13 years of age participated in the study. The correlation between the scales was large (r = .62) and no statistical difference was found between the means. However, large intraindividual differences were found for 11 children who received scores at least 10 points higher on the Leiter-R Brief IQ, 5 of those scored beyond 20 points higher than nonverbal scores on the KBIT-2. Conversely, 11 children scored at least 10 points higher on the KBIT-2 than on the Leiter-R with 4 of those scoring 20 points higher. These findings highlight the importance of using multiple measures when assessing individuals with autism or language disorders. Keywords Leiter International Performance Scale-Revised * Kaufman Brief Intelligence Test, Second Edition, Introduction Due to attention and behavior problems demonstrated by many children with autism, brief intelligence tests may provide a quick and reliable estimate of cognitive abilities when a comprehensive test [...]

The School Performance Rating Scale was developed to assess academic performance of children diagnosed with attention deficit hyperactivity disorder. The most frequent concern of professionals, parents, and teachers is the child's performance and achievement in school; however, assessments are seldom obtained pretest and posttest. The scale has yet to be standardized so its association with academic behavior was estimated with the ADD-H Comprehensive Teachers' Rating Scale. 24 elementary-school children were given both scales after being diagnosed and treated for ADHD, following evaluation by a multidisciplinary team at a medical university's child-development clinic. A positive correlation of .8 was found between scores on the School Performance Rating Scale and .6 with Attention and Social Skills from the ADD-H Comprehensive Teachers' Rating Scale. Standardization of the scale would allow clinicians more specific identifications.

The Vineland Adaptive Behavior Scales-Survey Form standard score, Vineland Adaptive Behavior Scales-Survey Form age equivalent and Bayley scales' Mental Development Index were given to 44 high-risk infants age 12 mo. and suspected of developmental delay. The VABS-Survey Form, a revision of the Vineland Social Maturity Scale is frequently used in assessment of developmental delay; however, questions have arisen as to whether the standard score or age equivalent is the better measure. A developmental quotient based on VABS-SF age equivalent and VABS-SF standard score was compared with the Bayley Mental Development Index. The mean VABS-SF standard score was significantly higher than the age equivalent quotient and the Bayley Mental Development Index. Implications for the use of VABS-SF age equivalent in evaluating such infants are discussed.

The Vineland Adaptive Behavior Scales is an extensive revision of the Vineland Social Maturity Scale; however, research comparing the two scales with different populations and measures of intelligence is limited. The Vineland Adaptive Behavior Scales - Survey Form, the Vineland Social Maturity Scale, and the mental scale of the Bayley Scales of Infant Development were administered to 44 infants referred for evaluation of developmental delay. The differences between means were compared and shared variance examined. The Vineland Adaptive Behavior Scales - Survey Form scores were significantly higher than those of the Vineland Social Maturity Scale and the Bayley Mental Development Index. No significant differences were found between the means of the Vineland Social Maturity Scale and the Bayley Scales of Infant Development - Mental Development Index. Correlations were .59 between the Bayley Index and scores on the Vineland - Survey Form and .72 between the Bayley Index and the Vineland Social Maturity Scale. Between versions of the Vineland scale r = .39. Implications for diagnosis and educational classification are discussed.

Children with Attention Deficit Hyperactivity Disorder-Combined Type (ADHD-CT) defined by behavioral characteristics of inattention, impulsivity, and hyperactivity including weaknesses in fine motor coordination and poor motor inhibition frequently exhibit poor handwriting and penmanship. Performance of children on visuomotor tasks is further complicated, as most studies have not excluded children with specific learning disabilities who are known to do poorly on these tests. This study was designed to examine the performance of children diagnosed with this disorder, without learning disabilities on visuomotor tasks. 26 preadolescent patients were administered a battery of tests that included the Bender-Gestalt, Conners' Parent Rating Scale, Continuous Performance Task, and Wide Range Achievement Test-Third Edition. Scores on the Bender-Gestalt test averaged significantly lower than Koppitz normative data. This study lends support to the hypothesis that ADHD-CT children without learning disabilities exhibit deficits on tasks requiring visuomotor perception.

Correlations of scores on the WAIS - R and Kahn Intelligence Test: Experimental (KIT) were examined. The 21 subjects were moderately and severely adaptively impaired adults. The WAIS - R is frequently included in the evaluation of moderately and severely retarded adults but its use has been questioned given the problem of statistical floor because institutionalized mentally retarded adults were excluded from the standardization sample. Tasks demand verbal communication and timed performance. The KIT is utilized as a test of intelligence that requires limited verbal skills, is less influenced by cultural/educational factors, and has an adequate statistical floor. Results suggested significantly lower mean scores on the KIT than on WAIS - R. If further evidence supports these conclusions, the KIT may be a valuable instrument in the assessment of moderately and severely retarded adults.