A critical appraisal of intelligent testing with the WISC-III: Introduction to the series.

This special issue is intended to provide professionals and other members of the policy-shaping community with information from which judgments concerning the appropriate role of IQ testing in the delivery of school psychological services can be formed. In Kaufman's (1994) most recent rendition of his intelligent testing series, Intelligent testing with the WISC-III, he devotes a major section of the first chapter to his presumed defense of IQ testing against criticisms that have emerged within the school psychology literature. Are the inferences derived by Kaufman's methods of WISC-III test interpretation of sufficient quality to support their use in professional problem solving and decision making? Are they reliable? Are they accurate? Do they contribute to beneficial outcomes for children? These are guiding questions that represent underlying themes for this special issue. (PsycINFO Database Record (c) 2010 APA, all rights reserved)