The WISC-R and Woodcock-Johnson tests of cognitive ability: A comparative study

The Woodcock-Johnson Psycho-Educational Battery has become a popular instrument for assessing students with learning problems. Previous research has indicated a possible discrepancy between overall scores on the WISC-R and the congnitive portion of the Woodcock-Johnson with samples of learning disabled (LD) students. The current study, conducted with samples of students not designated as LD, also found significant differences in the mean scores between the two measures. The hypothesis that the difference between measures is a function of grade level was not supported. Other findings of the current study, coupled with previous research, suggest that the congnitive portion of the Woodcock-Johnson may be loaded with verbal factors.     

A method for the systematic observation of examiner behavior during psychoeducational assessments

A specific empirical method for the systematic observation of examiner behavior during psychoeducational assessments, the SOS-A, is described. Development of the instrument is discussed and data on intra- and interobserver agreement are presented. The instrument is regarded as an initially adequate method for systematically collecting data on examiner behavior.