A number of conclusions emerge from the review of research in the field of individual intelligence testing, Departures from standard procedures are more likely to affect specialized groups than normal groups. Susceptibility to situational variables, especially discouragement, appears more frequently with younger than with older Ss. Rapport is an important variable in the E-S relationship. E differences occasionally appear, but reasons for the differences are not clear. E's experience is usually not a critical variable. White Es may have some subtle deleterious effect on Negro Ss' scores, but the evidence is not definitive. Inadequate research designs characterize many studies on E differences. A combination of man and machine test administration may solve some of the problems encountered in intelligence testing, but many questions remain unanswered.

In the United States, sports-related head injuries occur frequently. The Centers for Disease Control estimates more than 300,000 sports-related concussions occur each year in the United States. There are a number of myths and misunderstandings among health care professionals regarding concussions. In this article, we clarify some reasons for these misunderstandings and provide some of the possible causes for the increased susceptibility of the adolescent athlete, along with evidence-based assessment tools for assisting physicians in making return-to-play decisions. Finally, suggestions for a concussion safety program in the high school setting are also provided.

PROBLEMModifications in standard test procedure for the Wechsler scales have been suggested, especially in evaluating exceptional Ss. The effects of such "violations" upon test results are equivocal, and further research into this area is needed(1). I n the present study, a teaching method was introduced directly into the testing situation by a series of graduated cues of "help-steps" which were designed t o facilitate successful completion of test items. The major hypothesis was that violation of standard procedures will affect test performance. METHODNinety-five Ss within the CA range of 11-11 to 15-9 were divided into three I& groups: High (XIQ = 127.1) ; Average (XIQ = 102.8) ; Low (XIQ = 72.4) on the basis of group intelligence tests. The Block Design (BD) and Picture Arrangement (PA) subtests of the WISC and Wechsler-Bellevue I (W-B) were administered in counter-balanced order to all groups in two phases. Phase I involved administration of the cues to three experimental groups and standard administration to three control groups, while in Phase I1 all groups received the tests under standard administration procedures. The cues consisted of the E correctly arranging a set number of cards or blocks for each item. The number arranged correctly was dependent upon the total number of cardslblocks constituting an individual item. There mere three sets of cues for both subtests, and they were administered only when a S was unable successfully to solve the item under standard administrative procedures. RESULTSA three-way analysis of variance (Cues X I& X phase) design with repeated measures on the last factor was utilized separately for both PA and B D raw scores and scaled scores. No significant differences existed when B D and PA raw scores were analyzed, except for I& levels which was expected. This was also the case for PA scaled scores.However, analysis of BD scaled scores found significant differences between Phases (8' = 12.20, p < .001) as well as a significant heterogeneous firsborder interaction, I& X Phase ( F = 6.07,p < .05>. To increase precision, the scores of the