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Journal of the American Academy of Child and Adolescent Psychiatry, 38, 626 628 Kaufman, A S (2000a) Seven questions about the WAIS-III regarding differences in abilities across the 16- to 89-year life span School Psychology Quarterly, 15, 3 29 Kaufman, A S (2000b) Tests of Intelligence In R J Sternberg (Ed), Handbook of intelligence (pp 445 476) New York: Cambridge University Press Kaufman, A S (2001) WAIS-III IQs, Horn s theory, and generational changes from young adulthood to old age Intelligence, 29, 131 167 Kaufman, A S, & Applegate, B (1988) Short forms of the K-ABC Mental Processing and Achievement scales at ages 4 to 12 1 2 years for clinical and screen purposes Journal of Clinical Child Psychology, 17(4), 359 369..

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Kaufman, A S, & Doppelt, J E (1976) Analysis of WISCR standardization data in terms of the stratification variables Child Development, 47, 165 171 Kaufman, A S, & Harrison, P L (1986) Intelligence tests and gifted assessment: What are the positives Roeper Review, 8, 154 159 Kaufman, A S, Harrison, P L, & Ittenbach, R F (1990) Intelligence testing in the schools In T Gutkin & C R Reynolds (Eds), The handbook of school psychology (2nd ed; pp 289 327) New York: Wiley Kaufman, A S, & Horn, J L (1996) Age changes on tests of fluid and crystallized ability for women and men on the Kaufman Adolescent and Adult Intelligence Test (KAIT) at ages 17 94 years Archives of Clinical Neuropsychology, 11, 97 121 Kaufman, A S, & Ishikuma, T (1989) Amazingly short forms of the WAIS-R Unpublished manuscript.

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University of Alabama, Tuscaloosa Kaufman, A S, Ishikuma, T, & Kaufman, N L (1994) A Horn analysis of the factors measured by the WAIS-R, Kaufman Adolescent and Adult Intelligence Test (KAIT), and two new brief cognitive measures for normal adolescents and adults Assessment, 1, 353 366 Kaufman, A S, Ishikuma, T, & Kaufman-Packer, J L (1991) Amazingly short forms of the WAIS-R Journal of Psychoeducational Assessment, 9, 4 15 Kaufman, A S, Kaufman, J C, Balgopal, R, & McLean, J E (1996) Comparison of three WISC-III short forms: Weighing psychometric, clinical, and practical factors Journal of Clinical Child Psychology, 25(1), 97 105 Kaufman, A S, Kaufman, J C, Chen, T, & Kaufman, N L (1996) Differences on six Horn abilities for fourteen age groups between 15 16 and 75 94 years Psychological Assessment, 8, 161 171 Kaufman, A S.

, Kaufman, J C, Lincoln, A J, & Kaufman, J L (2000) Intellectual and cognitive assessment In M Herson & R T Ammerman (Eds), Advanced abnormal child psychology (2nd ed; pp 153 175) Hillside, NJ: Erlbaum Kaufman, A S, Kaufman, J C, & McLean, J E (1995) Factor structure of the Kaufman Adolescent and Adult Intelligence Test (KAIT) for Whites, African-Americans, and Hispanics Educational and Psychological Measurement, 55, 365 376 Kaufman, A S, & Kaufman, N L (1977) Clinical evaluation of young children with the McCarthy Scales New York: Grune & Stratton Kaufman, A S, & Kaufman, N L (1975) Social class differences on the McCarthy Scales for black and white children Perceptual and Motor Skills, 41, 205 206 Kaufman, A S, & Kaufman, N L (1983a) K-ABC administration and scoring manual Circle Pines, MN: American Guidance Service Kaufman, A S.

Flexibility is one of ProphetCharts main advantages, and one example of this is that you can alter the color and style of any individual object on any chart. As you are applying drawn objects, whatever settings you most recently used for that tool will be applied until such time as you either customize that tool or modify an individual object that you drew earlier. To alter the color or style of a trendline you ve already drawn, right-click on the trendline and choose Change Style/Color from the

, & Kaufman, N L (1983b) K-ABC interpretive manual Circle Pines, MN: American Guidance Service..

alternatives and in theory-based approaches to clinical interpretation and test selection, they no longer view LD as anything but an achievement deficit. In fact, there are some excellent reasons to eliminate the discrepancy criterion from the LD definition. For example, as Shepherd (2001) indicates from her own clinical experience and that of her colleagues, data are frequently ignored when diagnostic decisions are made, replaced by practical variables such as available resources and the needs of the parents and teachers. MacMillan and Speece (1999), in a review of three studies conducted after PL 94-142 was enacted, discovered that more than 50% of the students in each study identified with SLD failed to meet relevant diagnostic criteria; they concluded that tests were given mostly to conform to legal requirements, but data from the tests were often ignored. Similarly, Kavale and Forness (2000) reviewed several other pertinent studies that found that large-scale investigations of LD populations show that only about 50% of students actually classified as LD demonstrate a significant aptitude-achievement discrepancy (p. 249). Kaufman and Kaufman s (2001a) response to the real-life practices:

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