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Intellectual abilities of 300 children with serious emotional disorders, referred to either psychiatric day- or inpatient-hospital treatment, were compared. Comparisons also were made to WISC-R standardization data. The findings indicated that children referred to inpatient settings were similar in intellectual competency to children in day treatment. Also, children with serious emotional disorders did not appear to differ strongly in clinically meaningful ways from the WISC-R standardization sample, a finding that replicates results of other investigators. Three distinct, clinically useful profiles emerged from a cluster analysis of the total group that may be practical in planning educational and therapeutic interventions in treatment settings for seriously disturbed children. The profiles underscored the wide range of intellectual abilities represented among these children.

The intellectual performances of children with a variety of psychiatric disorders were examined and compared with the findings from a similar study by Hodges and Plow (1990). Mean IQ scores were in the average range for both study samples, and no significant differences were found in WISC-R summary scores. Nevertheless, the Hodges and Plow findings were only partially corroborated. They observed, for instance, a relative deficit in verbal abilities for conduct-disordered children and lower IQ scores for children with anxiety disorders vs. children with all other disorders. Our replication study found no significant differences among the disorder groups for any of the scores examined. Possible explanations for the divergence in findings are discussed.

Research is reviewed that suggests that there is a great deal of promise in the valid and reliable use of a short form of the Wechsler Intelligence Scale for Children as a means of obtaining clinically relevant information and as an emergency screening device with children with serious emotional disorders. The studies reviewed cover the period from 1974 to 1988 and are presented in detail. Earlier studies that have had an impact on the current research are also discussed. The investigators suggest that children who perform poorly on a short form initially, or who change IQ categories at the time of reassessment, should receive a full WISC-R in order to clarify the specific problems and to provide clinical information for guiding recommendations for the most appropriate placements and interventions.

Tai Chi Chuan, a traditional Chinese exercise, is introduced in terms of its potential benefits for older people. Two major philosophical principles underlying Tai Chi exercises are discussed: shen, or spiritual awareness, and seeking stillness in motion. In addition, the adaptation of traditional Tai Chi forms for seniors is described with detailed instructions on the use of prebirth breathing.