Within the last 5 years, researchers have given increased attention to preschool assessment. One test, the Battelle Developmental Inventory, has become increasingly popular for use with preschool-age children. Despite its frequent use by early intervention programs, few researchers have studied the technical adequacy of the Battelle. The predictive validity of the Battelle was examined, using 154 children with disabilities. Scores on the Battelle for children 3 to 5 years of age were compared with scores on the Scales of Independent Behavior administered to the same children 2 to 3 years later. Moderate to strong relationships were found between the scores. Scores on the Battelle motor domains appeared to correlate the strongest with the Scales of Independent Behavior Total score. In general, the Battelle appeared to be a useful measure for predicting future performance on the Scales of Independent Behavior

Within the last 5 years, researchers have given increased attention to preschool assessment. One test, the Battelle Developmental Inventory, has become increasingly popular for use with preschool-age children. Despite its frequent use by early intervention programs, few researchers have studied the technical adequacy of the Battelle. The predictive validity of the Battelle was examined, using 154 children with disabilities. Scores on the Battelle for children 3 to 5 years of age were compared with scores on the Scales of Independent Behavior administered to the same children 2 to 3 years later. Moderate to strong relationships were found between the scores. Scores on the Battelle motor domains appeared to correlate the strongest with the Scales of Independent Behavior Total score. In general, the Battelle appeared to be a useful measure for predicting future performance on the Scales of Independent Behavior.

The purpose of this paper was to investigate whether or not the use of a biographical inventory would be a feasible and viable adjunctive means of making more accurate predictions of student success in programs of upper-division and graduate study in speech pathology and audiology. During the past years, biographical inventories have been found to be predictive of creativity, performance as a military officer, performance in varied occupations, and academic performance. It was hypothesized that a biographical inventory could be developed which, when used in conjunction with the existing academic predictors of Grade Point Average and Graduate Records Examination scores, would add to the established selection instruments. As a means of identifying and distinguishing among several levels of competency of students, a student evaluation form was constructed and validated. Items cores from a 257 item biographical inventory were correlated with scores obtained from the student evaluation form and a 52 item biographical inventory for speech pathology and audiology students was developed. Admissions criteria data, student evaluation form scores and biographical inventory scores were placed in two step-wise multiple regression equations and analyzed statistically. Results indicate that biographical factors appear to be of importance to undergraduate success in programs of speech and hearing therapy. Student success in the more rigorous programs of graduate study appears to depend much more on academic ability. Disparate results indicate that the use of a biographical inventory as an adjunctive academic predictor should be approached with caution until further studies can be conducted.

Counselors frequently use batteries of psychological tests in helping students to select appropriate educational and occupational choices. The task of interpreting scores on a battery of tests to students is not at any time a simple undertaking. The trend toward emphasis on the importance of the relationship among the various scores in a battery of tests, has further complicated test interpretation. Vocational choice theories suggest an interrelationship between vocational interests and personality characteristics. They further suggest that different educational majors and occupations require different types of vocational interest and personality characteristics. Two tests, The Minnesota Multiphasic Personality Inventory (hereafter referred to as the MMPI) and the Kuder Preference Record-Vocational (hereafter referred to as the Kuder), are frequently used to help students make educational and occupational choices. To help counselors make better interpretations, a number of research studies, using the MMPI and Kuder to determine the relationship of measured interest to measured personality traits have been conducted. The results of these studies have tended to disagree. Some studies have found no significant relationships between the two variables; while others have found significant relationships. There have also been many research studies, using the MMPI and Kuder, to determine personality and interest differences among the different college majors. These studies, too, have disagreed. Because of these limitations, there appears to be a need for a more systematic and dependable method of establishing relationships among the MMPI and Kuder, and of interpreting the patterns which are formed by those relationships.

The Anorexia Bulimia Inventory, a recently developed self-report questionnaire for the assessment of eating disorders, addresses two major limitations found in existing self-report eating disorder inventories. First, it comprehensively assesses the diagnostic symptoms of both bulimia and anorexia nervosa; and second, it assesses the frequently cooccurring problem areas (e.g., depression, anergia) that may be targeted in treatment planning for eating disorders. Although initial research on the psychometrics of the instrument appears promising, no research has yet investigated its factor structure. Therefore, the goal of the present study was to investigate the factor structure of the Anorexia Bulimia Inventory. Principal axis factor analysis with a varimax rotation was used on a combined clinical and nonclinical sample. The overall sample (N = 1,675) was randomly divided to provide a replication of the factor analysis. Using the two separate samples and the combined, total sample, one seven-factor solution and two eight-factor solutions emerged. All factors met conventional standards for internal consistency, with the exception of one factor consisting of only three items. The results of this study suggest that the factor structure of the Anorexia Bulimia Inventory closely parallels the intuitively designed subscales. All nine subscales emerged as separate, interpretable factors in at least one sample. Four subscales were clearly corroborated by the factor analysis, suggesting that these factors represent stable constructs that are relevant to populations at-risk for the development of eating disorders. The factor analyses provided moderate corroboration of four other subscales. Although these four factors did show deviations across samples, they all emerged as interpretable factors, suggesting that the constructs likely reflect some of the prominent ideational and behavioral issues relevant to at-risk populations. Finally, one subscale emerged as an interpretable factor in only one sample. This failure to replicate across samples may reflect problems in the wording or choice of items included on the subscale, or it could indicate that these issues are less relevant for at-risk populations. The results of this study, together with the existing evidence of the measure's psychometric properties, support the use of the Anorexia Bulimia Inventory in the assessment of eating disorders.

Leary has proposed a method of estimating overt interpersonal behavior from MMPI indices. However, subsequent investigations have only been able to validate a portion of this assessment technique at best. Thirty adults were individually given the MMPI to obtain estimates of interpersonal vertical (Dom) and horizontal (Lov) scores. Two raters described the subjects using the Interpersonal Checklist (ICL). The mean of theses two ratings produced the interpersonal vertical and horizontal scores. The Pearson Product Moment statistic was applied to the paired sets of vertical and horizontal scores. The results showed no correlation along the vertical or horizontal dimensions. Several possible explanations for these findings were discussed. It was concluded that Leary's Level I-M assessment method was not a valid estimate of overt interpersonal behavior.

The present study investigated the validity of the Pe (Toobert, Bartelme, & Jones, 1959) and Sexual Deviancy (Marsh, Hilliard, & Liechti, 1955) subscales, developed from the MMPI, to determine if the scales would discriminate convicted sexual offenders from nonsexual offenders.

This study examined the hypothesis that a set of MMPI items could be derived which would discriminate male incest offenders from male alcoholics.

Effective methods of selecting dormitory counselors are needed. Evaluation of such a selection process calls for determining if the selection procedure employed is sorting the applicant pool effectively and if the procedure is successful in distinguishing students who will be the most successful dormitory counselors. Are those selected as dormitory counselors better than those rejected in the selection procedure? Does a selection procedure for dormitory counselors which utilizes individual and group interviews effectively discriminate against the most successful dormitory counselors available in the applicant pool? Counselor success was to have been distinguished through the use of a profile of successful counselors developed using the California Psychological Inventory (CPI).

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