The purpose of this study was to determine whether one kind of visual information processing training improves performance on visual tasks and on academic achievement. One hundred fifty-three kindergarten, first- and second-grade Hispanic children who were poor visual processors were randomly assigned to either a training, a contrast, or a control group. The training group received tutoring in visual-information processing for approximately seven weeks while the contrast group was given small group instruction with regular curriculum materials. At the conclusion of the training all Ss were administered several visual tasks and achievement measures. Results indicated that only the tutored children performed significantly better than the other children on the Bender Gestalt test and that the attained visual motor integrative skills were maintained over a period of time. However, training in visual processing skills did not increase performance on academic tasks or on a task of basic concepts.

The purpose of this study was to examine the relationship of the Kaufman Assessment Battery for Children (K‐ABC), the WISC‐R, and the Woodcock‐Johnson Psychoeducational Battery (W‐JPB), Part Two, with children who experience learning disabilities. Correlational analyses were used to examine relationships among the WISC‐R, K‐ABC Mental Processing and Achievement scales, and the W‐JPB Achievement scales. Thirty‐four children with learning disabilities (mean age 8–11 years) received all three measures. Correlation coefficients indicated stronger and more consistent relationships between the WISC‐R and W‐JPB Achievement tests than between the K‐ABC and W‐JPB Achievement tests. Significant relationships between the WISC‐R Full Scale IQ and the K‐ABC Mental Processing Composite (MPC) revealed evidence of validity for this learning disabled sample. However, correlation coefficients among the K‐ABC Achievement subtests and the W‐JPB Achievement clusters indicated both convergent and discriminant validity. Thus, it is suggested that both the K‐ABC MPC, for assessment of cognitive abilities, and the W‐JPB Achievement clusters could be employed in discrepancy formulas for special education placement of children with learning disabilities.

This study investigated the validity of the Developmental Indicators for the Assessment of Learning (DIAL) for the prediction of school success. Fifty-three kindergarten children ranging in age from 55 months to 71 months were pre-screened with the DIAL five months prior to school entrance and then administered the Slosson Intelligence Test (SIT), Metropolitan Readiness Test (MRT), and a Progress Report form during the end of the academic year. Canonical correlations and stepwise multiple linear regression analyses indicated that the DIAL Communications subtest was the most valid single predictor of school success as determined by the composite MRT. The DIAL Concepts subtest was the only significant predictor of Progress Report composite score. Implications of these results are discussed in terms of preschool screening programs and the use of the DIAL.

The concurrent validity of adaptive behavior was investigated for educable mentally retarded (EMR) and slow learners (SL). Fifty-seven EMR (N = 36) and SL ( N = 21) children completed the Children's Adaptive Behavior Scale (CABS) while teachers and parents completed the Adaptive Behavior Scale-School Edition (ABS-SE) and the Adaptive Behavior Inventory for Children (ABIC). Moderate correlations were found between the ABIC and CABS when total mean scores were compared to the Comparison Score on ABS-SE. Part 1 of the ABS-SE tends to have higher and more consistent correlations (convergent validity) with the ABIC and CABS than does Part 2 of the ABS-SE (discriminant validity). The CABS and ABIG were found to be closely related. Implications of the findings in terms of assessment are discussed.