Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Sign In to gain access to subscriptions and/or personal tools.
Journal of Psychoeducational Assessment
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Sutter, E. G.
Right arrow Articles by Battin, R. R.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Factor Similarities Between Traditional Psychoeducational and Neuropsychological Test Batteries

Emily G. Sutter

University of Houston-Clear Lake

Peter C. Bishop

University of Houston-Clear Lake

R. Ray Battin

The Battin Clinic, Houston, Texas

Psychoeducational test scores from the clinical records of 360 children were factor analyzed and the results compared to factors cited in the literature as characterizing formal published neuropsychological test batteries such as the Halstead-Reitan and the Luria-Nebraska. The psychoeducational battery yielded five factors: Language, Academic Achievement, Visual Spatial, Attention and Memory, and Motor Speed. It was concluded that traditional psychoeducational test batteries could yield brain-behavior information similar to the neuropsychological batteries and might thus serve a legitimate screening function, enabling the psychoeducational specialist to provide relevant information to the neuropsychologist in referrals.

Journal of Psychoeducational Assessment, Vol. 4, No. 1, 73-82 (1986)
DOI: 10.1177/073428298600400108
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Journal of Psychoeducational AssessmentHome page
H. A. Shurtleff, G. E. Fay, R. D. Abbott, and V. W. Berninger
Cognitive and Neuropsychological Correlates of Academic Achievement: A Levels of Analysis Assessment Model
Journal of Psychoeducational Assessment, September 1, 1988; 6(3): 298 - 308.
[Abstract] [PDF]

Home page
 Journal of Psychoeducational AssessmentHome page
E. Sutter, P. Bishop, and R. R. Battin
Psychometric Screening for Attention Deficit Disorder in a Clinical Setting
Journal of Psychoeducational Assessment, September 1, 1987; 5(3): 227 - 235.
[Abstract] [PDF]