Index
A
AAMR. See American Association on Mental Retardation
Achenbach Child Behavior Checklist (CBC), 203
Activities of daily living, 175
Adaptive behavior, 141-207
classification simulations, 224-229
declines with age, 251
differing conceptualizations, 144-148
dimensions of, 148-154
domains, 148-153, 182-183, 214-218
and maladaptive behavior, 154
nature and definition of, 141-154
personal competence model, 153
relationship to intelligence, 208-244
social competence model, 152
structure, 148-150
Adaptive behavior assessment, 6-8, 32-33, 155-174, 176-180
adaptive behavior scales, 166-174
breadth of domains, 149-150
combining with assessment of intellectual capabilities, 3
domains missing from adaptive behavior scales, 150-153
in eligibility determination, 174-195
methods, 155-158
psychometric concerns in using adaptive behavior scales, 158-166
research areas, 195-205
Adaptive Behavior Assessment System (ABAS), 160, 163, 167, 170-171, 184, 217, 219, 221-222, 228-229
Adaptive Behavior Evaluation Scale (ABES), 173
Adaptive Behavior Inventory (ABI), 172
Adaptive Behavior Inventory for Children (ABIC), 219
Adaptive behavior scale content and SSA criteria, 174-183
activities of daily living, 175
personal functioning, 180-181
Adaptive Behavior Scales (ABS), 154, 160, 168-169
adequacy of normative samples for, 163-164
Adaptive behavior scales, 166-174
AAMR Adaptive Behavior Scales, 168-169
Adaptive Behavior Assessment System, 170-171
Adaptive Behavior Evaluation Scale, 173
Adaptive Behavior Inventory, 172
Battelle Developmental Inventory, 171
Comprehensive Test of Adaptive Behavior, 171-172
Independent Living Scales, 172-173
Parent Rating of Student Behavior, 173
Scales of Independent Behavior, 169-170
Vineland Adaptive Behavior Scales, 167-168
Administrative law judge, 17
Adults, 270-273
criteria for mental retardation, 20
Aicardi syndrome, 259
Aid to Families with Dependent Children (AFDC) benefits, 43-45
American Association of Mental Deficiency, 143
American Association on Mental Retardation (AAMR)
Adaptive Behavior Scale-School Edition, 163-164, 167
Adaptive Behavior Scales, 154, 160, 163-164, 168-169, 203
on behavioral descriptions of adaptive functioning, 7, 30-31, 149
defining mental retardation, 22-24, 147, 150-151
American Psychiatric Association, 24, 29-31, 145
American Psychological Association, 104, 125
American Psychological Association, Division 33
defining mental retardation, 29, 147-148, 213-214
on standardized assessment of adaptive functioning, 7, 30, 145
Americans with Disabilities Act of 1990, 46, 61, 65
Annual Statistical Supplement, 26
Appeals Council, 17
Army Mental Tests, 72
Asperger’s disorder, 256-257
Assessment, 155.
See also Adaptive behavior assessment;
Intellectual functioning assessment
issues in eligibility determination, 174-195
methods, 155-158
Assessment conditions that affect intelligence test scores, 100-106
environmental conditions, 105-106
examinee characteristics, 101-104
examiner influences, 104-105
potential threats to validity of intelligence test results, 102-103
psychometric considerations, 106
Autism and pervasive developmental disorders, 254-257
Avoidant personality disorder, 256
B
Balanced Budget Act of 1997, 10, 34
Barriers to employment, for people with disabilities, 61-63
Battelle Developmental Inventory (BDI), 106, 171
Binet Scale, 70-71
Binet-Simon Scale, 70
Borderline intellectual functioning, 265-266
British hierarchical theorists, 80-82
C
Carroll’s three-stratum theory, 88-91
Cattell-Horn-Carroll (CHC) theory, 112
Cattell-Horn theory, of fluid and crystallized intelligence, 5n, 82-88
Centers for Disease Control and Prevention, Metropolitan Atlanta Developmental Disabilities Surveillance Program, 25
Cerebral palsy, 257-258
Childhood disintegrative disorder, 256-257
Children, criteria for mental retardation, 21-22
Classification agreement in IQ and adaptive behavior, 223-230
classification agreement in existing data, 223-224
simulations of IQ and adaptive behavior classification agreement, 224-229
Classification criteria for adaptive behavior, 212-218
adaptive behavior domains, 214-218
cutoff scores, 212-214
Classification criteria for intellectual functioning, 210-212
Clinical considerations in adaptive behavior scales, 189-195
choice of assessment methods, 189-190
differences among typical performance measures, 193-194
instrument choice, 190-192
response sets, 194-195
structured versus unstructured interviews, 194
typical performance measurement, 192-193
Cognitive Assessment System (CAS), 92, 98, 110, 113
Combination of IQ and adaptive functioning data, 3, 8-9, 33-34, 208-244
classification agreement in IQ and adaptive behavior, 223-230
diagnostic construct of mental retardation, 209-218
relationship of adaptive behavior and intellectual functioning, 218-230
SSI and DI eligibility decisions, 230-241
variables that influence correlations, 218-223
Comparable prediction, in IQ tests, 136
Competencies versus perceptions, 219-220
Composite scores supported through factor analyses, of IQ tests, 129
Comprehensive evaluation, 232-233
Comprehensive Test of Adaptive Behavior (CTAB), 171-172, 217
adequacy of normative samples for, 164
Concurrent validity, 130
Confirmation bias, 231
Confirmatory factor analyses, of IQ tests, 129-130
Consequential reasoning, methodologies for, 200
Consequential validity, of IQ tests, 131
Content validity, of IQ tests, 128
Convergent validity, 237-241
changes in prevalence of learning disabilities and mental retardation, 239
evidence of, 130
inconsistent information, 238
information from other agencies, 238-241
Correlates, of assessed intelligence, 73-74
Correlations, variables that influence, 218-223
Criteria for mental retardation, 19-22
for adults, 20
for children, 21-22
Criterion-related validity, of IQ tests, 130
Crystallized intelligence, Cattell-Horn theory of, 5n, 82-88, 112, 114n, 140n
Cultural issues, 273-274
Current SSA regulations, adaptive behavior domains in, 217
Current standardization sample, norms for IQ testing, 123-126
Cutoff scores, 212-214
D
Data, methods for collecting, 233-235
DDS. See Disability determination services
Determination decisions, 2.
See also Disability determination process
Developmental disorders, autism and pervasive, 254-257
Developmental period, onset of mental retardation in, 3
Developmental range effects, 159-160
DI. See Disability Insurance benefits
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV)
on behavioral descriptions of adaptive functioning, 7
defining mental retardation, 24-25, 29, 145-146, 250, 262-263, 265, 267
Diagnostic construct of mental retardation, 209-218
classification criteria for adaptive behavior, 212-218
classification criteria for intellectual functioning, 210-212
Differential diagnosis, 10-11, 34-35, 245-281
adults, 270-273
clinical considerations and eligibility determination, 247-251
cultural issues, 273-274
high school years and adolescence, 266-270
infants, toddlers, and preschoolers, 252-261
part scores, 277-278
recommendations, 10-11, 280-281
school-age children, 261-266
specific disorders associated with mental retardation, 274-278
Differential item function (DIF), in IQ tests, 135
Differential test function (DTF), 135
Dimensions of adaptive behavior, 148-154
Disability determination process, 16-19
commonly used instruments, 2
for mental retardation, 1
sequential evaluation, 18-19
Disability determination services (DDS), 17
Disability examiners, 17
Disability Insurance (DI) benefits
gateway to other services, 47-51
health care linkages, 53-55
and other federal social service programs, 42-47
role in reducing poverty, 51-52
Disability Insurance (DI) eligibility decisions, 230-241
common judgment errors, 231-232
comprehensive evaluation, 232-233
convergent validity, 237-241
examiner qualifications, 237
information on intellectual and adaptive functioning, 233-237
Discriminant evidence of validity, 130
Division 33, American Psychological Association. See American Psychological Association, Division 33
Doll, Edgar, 142-143
Down syndrome, 275
DSM-IV. See Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition
Dual diagnosis, 204
E
Early and Periodic Screening, Diagnostic, and Treatment (EPSDT) program, 55
Educational systems, identification of students with mental retardation, 2, 67
Electroencephalography, 259
Eligibility determination, 174-195, 248-251
clinical considerations, 189-195
correspondence between SSI classification domains and those in prominent adaptive behavior measures, 182-183
general clinical practice and adaptive behavior scales, 187-189
principal measures, 176-180
relation of principal adaptive behavior scale content to SSA criteria, 174-183
sensitivity of scales at ranges in which diagnostic confirmation is a priority, 181, 184-187
Employability, of people with mental retardation, 3-4, 55-60, 65-66
Employment barriers, for people with disabilities, 61-63
English as a second language, 134
Environmental conditions, 105-106
Examinee characteristics, 101-104
Examiner influences, 103-105
Examiner qualifications, 237
Examiner’s manual
norms for IQ testing, 122-123
reporting all statistical transformations used to develop interpretive scores in, 122-123
External evidence of IQ test fairness, 136-137
comparable prediction, 136
minimizing adverse impact and selection bias outcomes, 136-137
External evidence of IQ test validity, 130-131
criterion-related validity, 130
generalizability of validity, 131
tests guiding decision making meaningfully, 130-131
tests providing evidence of consequential validity, 131
F
Face validity, of IQ tests, 128
Factor analysis techniques, 74
Factorial invariance, 136
Fairness in IQ testing, 133-137
external evidence of, 136-137
internal evidence of, 134-136
False negatives, 230
Federal social service programs, SSI and DI in context of, 42-47
Fetal alcohol syndrome, 277-278
Floor and ceiling
effects, 159
problems with, 220-221
Fluency factors, 85
Fluid intelligence, Cattell-Horn theory of, 5n, 82-88, 112, 114n, 140n
Fragile X syndrome, 275
Full-scale IQ (FSIQ), 20-21, 31, 73, 108-109, 115
Functional unities, 79
G
Generalizability
of test score reliability, 133
of validity of IQ tests, 131
Genetic conditions, associated with mental retardation, 275-276
Grand mal seizures, 259
Group Examination Alpha, 72-73
Group Examination Beta, 72-73
Group language and nonverbal assessments, 72
Guilford’s structure of intellect, 82
Gullibility/credulity component of social competence, 151-153
H
Health care linkages, with SSI and DI, 53-55
Health-related organizations, defining mental retardation, 3
Hearing impairment, 260
High school years and adolescence, 266-270
History of intelligence tests, 70-74
Binet Scale, 70-71
correlates of assessed intelligence, 73-74
group language and nonverbal assessments, 72
pioneer nonverbal assessments, 71-72
Wechsler scales, 72-73
History of mental retardation definitions, 22-24
Home and Community Based Services waiver program, 48
Horn, John L., 85
I
ICD-9. See International Classification of Diseases, 9th Revision, Clinical Modification
IDEA. See Individuals with Disabilities Education Act of 1990
Illinois Planning Council on Development Disabilities (IPCDD), 60
Inconsistent information, 238
Independent Living Scales (ILS), 172-173
Individual capabilities, combining data from intellectual and adaptive functioning to profile , 3
Individualized education program (IEP), 50
Individuals with Disabilities Education Act of 1990 (IDEA), 50, 58, 261, 270
Amendments of 1997, 50
Infants, 252-261
autism and pervasive developmental disorders, 254-257
cerebral palsy, 257-258
hearing impairment, 260
mortality in U.S., 53
seizure disorders, 258-260
vision impairment, 261
Information on intellectual and adaptive functioning, 233-237
methods for collecting data, 233-235
settings, 236-237
sources of information, 235-236, 238-241
Information processing theories, 92
Institute of Medicine, 260
Instruments
choice among, 190-192
commonly used in determining retardation, 2
Intellectual functioning
deficits in, 1
relationship to adaptive behavior, 208-244
theories of the structure of intellectual abilities, 75-93
Intellectual functioning assessment, 4-6, 31-32, 69-140
conditions that affect intelligence test scores, 100-106
history of intelligence tests, 70-74
intelligence tests commonly used in diagnosing mental retardation, 95-100
multidimensional versus unidimensional measures, 117-118
psychometric standards, 118-137
use of total test scores and part scores, 106-117
Intelligence test norms, 119-127
floors and ceilings , 127
item difficulty gradients, 126-127
normative samples, 120-121
standardization sample, 123-126
statistical transformations, 122-123
Intelligence tests commonly used in diagnosing mental retardation, 95-100
principal measures, 96-99
Internal consistency, 132
Internal evidence of IQ test fairness, 134-136
differential item function, 135
invariant factor structure and scale reliabilities, 135-136
multicultural bias and sensitivity reviews, 135
theoretical underpinnings, 134-135
Internal evidence of IQ test validity, 127-130
composite scores supported through factor analyses, 129
content validity, 128
face validity, 128
factor analyses, 129-130
substantive validity, 128-129
International Classification of Diseases, 9th Revision, Clinical Modification (ICD-9), 25-26, 29
International Classification of Diseases, 10th Revision, Clinical Modification (ICD-10), 30, 146, 262-263
International Classification of Functioning, Disability, and Health (ICIDH-2), 204
International English, 146
Interviews, structured versus unstructured, 194
Invariant factor structure and scale reliabilities, in IQ tests, 135-136
IQ simulations, 224-229
Monte Carlo, 225-226
Item density, 161
Item sampling in relation to age, 160-161
J
Joint Association Test Standards, 224
Journal of Psychoeducational Assessment, 167
Judgment errors in eligibility decisions, 231-232
confirmation bias, 231
primacy effect, 232
K
Kaufman Assessment Battery for Children (K-ABC), 98, 113
L
Landau-Kleffner syndrome, 259
Leiter International Performance Scale, 71
Leiter International Performance Scale-Revised (Leiter-R), 99
Lennox-Gastaut syndrome, 259
Levels of mental retardation, 221-223
Life span development, 251
Listings of Impairments, 19-21, 62
Local reliability, 132-133
M
MADDSP. See Metropolitan Atlanta Developmental Disabilities Surveillance Program
Magnitude of total test score, in part scores, 113-117
Maladaptive behavior, 154
Manual of Diagnosis and Professional Practice in Mental Retardation, 144
McCarthy Scales of Children’s Abilities, 124, 126
Meaningful differences, in part scores, 110-111
Medicaid benefits, 43-45, 47-48, 53, 55, 64
need to extend to people with mental retardation, 67
Medical consultants, 17
Medically Needy Program, 54
Mental energy, 76-77
Mental Measurements Yearbooks, 167
Mental retardation
defining, 1-4, 29-30, 67-68, 147-148, 213-214
disability determination process for, 1
employment of people with, 55-60
mild range of, 1
onset, 3
prevalence in U.S., 2, 15, 25-27, 246
Metropolitan Atlanta Developmental Disabilities Surveillance Program (MADDSP), 25
Mild mental retardation, 1
versus learning disability, 262-265
Minimizing adverse impact and selection bias outcomes, in IQ tests, 136-137
Monte Carlo simulations, 36, 184, 224- 226
Multicultural bias and sensitivity reviews, in IQ tests, 135
Multidimensional versus unidimensional measures, of cognitive functioning, 117-118, 148-149
N
National Academy of Social Insurance, 63
National Association of School Psychologists, 104, 125
National Commission on Childhood Disability, 44
National Health Interview Survey (NHIS), 26
National Health Interview Survey Disability Supplement (NHIS-D), 52
Nongenetic conditions, associated with mental retardation, 277-278
Normally distributed characteristics, 211
Normative samples for IQ testing
reflective of appropriate demographic parameters, 120-121
sufficiently large, 120
Normative samples in adaptive behavior scales, 163-164
for the AAMR Adaptive Behavior Scale-School scales, 163-164
for the Adaptive Behavior Assessment System, 163
for the Comprehensive Test of Adaptive Behavior-R, 164
for the Scales of Independent Behavior-R, 163
for the Vineland Adaptive Behavior Scales, 164
Norms for IQ testing, reflective of adequate item difficulty gradients, 126-127
North American English, 146-147
O
Office of Special Education Programs, 239
Onset of mental retardation, age of, 3
Outdated tests, 124
P
Parent Rating of Student Behavior (PRSB), 173
appropriate cognitive abilities, 112-113
magnitude of total test score, 113-117
meaningful differences, 110-111
statistical significance, 109-110
use of, 109-117
PASS model, 91-92
Peabody Picture Vocabulary Test (PPVT), 117-118
People with disabilities, employment barriers for, 61-63
People with mental retardation and employment, 55-60
lower than two standard deviations below the mean in adaptive behavior assessment, 185
need to extend Medicaid benefits to, 67
return to work, 61
Performance IQ (PIQ), 20-21, 31, 115
Personal competence model, 153
Personal functioning, 180-181
Personal Responsibility and Work Opportunity Reconciliation Act of 1996 , 10, 34
Pervasive developmental disorders, autism and, 254-257
Pervasive developmental disorders not otherwise specified (PDD NOS), 256-257
Petite mal seizures, 259
Pioneer nonverbal assessments, 71-72
PIQ. See Performance IQ
Positive manifold, 76
Poverty
link with disability, 52
risks associated with, 52
role of SSI and DI benefit programs in reducing, 51-52
Prader-Willi syndrome, 275-276
Predictive validity, 130
Preschoolers, 252-261
autism and pervasive developmental disorders, 254-257
cerebral palsy, 257-258
hearing impairment, 260
seizure disorders, 258-260
vision impairment, 261
Prevalence of learning disabilities, changes in, 239
Prevalence of mental retardation, 2, 15, 25-27, 246
changes in, 239
in the general population, 25-26
in the social security system, 26-27
Primacy effect, 232
Primary mental abilities, 78
Principal adaptive behavior scale content, relation to SSA criteria, 174-183
Professional organizations. See also individual organizations
defining mental retardation, 2-3
Psychiatric Assessment Schedule for Adults with Developmental Disability (PASS-ADD), 204
Psychological examiners, 103-105
Psychometric concerns with adaptive behavior scales, 106, 158-166
adequacy of normative samples, 163-164
developmental range effects, 159-160
floor and ceiling effects, 159
item density, 161
item sampling in relation to age, 160-161
reliability of informant judgments, 161-162
sociocultural biases, 164-166
validity of informant judgments, 162-163
Psychometric standards, 118-137
evidence of test score validity, 127-131
fairness in testing, 133-137
intelligence test norms, 119-127
test score validity, 131-133
Psychopathology Instrument for Mentally Retarded Adults, 204
Q
Question guide, for assessment of social-cognitive processes, 202
R
Racial backgrounds, of applicants for services under SSA, 2
RAND, 13
Raven Progressive Matrices, 118
Recency effect, 232
Reiss Screen for Maladaptive Behavior, 204
Reliability of informant judgments, 161-162
Achenbach Child Behavior Checklist, 203
in adaptive behavior assessment, 195-205
Assessment of Dual Diagnosis, 204
International Classification of Functioning, Disability, and Health, 204
Psychiatric Assessment Schedule for Adults with Developmental Disability, 204
Psychopathology Instrument for Mentally Retarded Adults, 204
recommendations, 13-14
Reiss Screen for Maladaptive Behavior, 204
social-cognitive perspective, 195-203
World Health Organization Disability Assessment Schedule II, 204-205
Response sets, 194-195
Rett’s disorder, 256
Return to work, by people with mental retardation, 61
Rural educational systems, identification of students in, 2, 67
S
Sample variance, 220
Sampling plans, thoroughly described norms for IQ testing, 120
Scale content, 218-219
Scales of Independent Behavior (SIB-R), 32-33, 169-170, 218, 222-223, 225-226
Schizophrenia, 256
School-age children, 261-266
borderline intellectual functioning, 265-266
mild mental retardation versus learning disability, 262-265
Scoring, use of total test scores versus part scores, 106-117
Seguin Form Board, 71
Seizure disorders, 258-260
Sensitivity of scales at ranges in which diagnostic confirmation is a priority, 181, 184-187
Sequential evaluation, in the disability determination process, 18-19
Settings, 236-237
Social-cognitive perspective, 195-203
question guide for assessment of social-cognitive processes, 202
Social competence model, 152
Social maturity, 141
Social Problem-Solving Test, 199, 201
Social Security. See U.S. Social Security Administration (SSA)
Social skills and vocational success, 173-174
Social skills dimension of social competence, 150-151
Social Skills Rating Scales (SSRS), 174
Sociocultural biases, 164-166
Sources of information, 235-236
Spatial reasoning, 113
Spearman, Charles, 74
Spearman’s two-factor theory, 75-78
Specific disorders associated with mental retardation, 274-278
genetic conditions, 275-276
nongenetic conditions, 277-278
SSA. See U.S. Social Security Administration
SSI. See Supplemental Security Income benefits
Standardization of examiners and procedures, in IQ testing, 123
Standardized assessment, of adaptive functioning, 7, 30, 145
Standards for Educational and Psychological Testing, 98n, 117, 119, 125, 180n
Stanford-Binet Intelligence Scale, Fourth Edition, 98-99, 111, 113, 128-129, 221
State Child Health Insurance Program (CHIP), 54
State disability determination services (DDS), 17
Statistical significance, in part scores, 109-110
Structure of intellect (SOI), 82
Structured interviews, versus unstructured, 194
Students, identification of in educational systems, 2
Substantive validity, of IQ tests, 128-129
Sullivan v. Zebley, 10, 34, 43-44
Supplemental Security Income (SSI) benefits
gateway to other services, 47-51
health care linkages, 53-55
and other federal social service programs, 42-47
role in reducing poverty, 51-52
Supplemental Security Income (SSI) eligibility decisions, 230-241
common judgment errors, 231-232
comprehensive evaluation, 232-233
convergent validity, 237-241
examiner qualifications, 237
information on intellectual and adaptive functioning, 233-237
Supports and services, recommendations, 66-67
T
Temporary Assistance to Needy Families (TANF) benefits, 45-46
Terman, Lewis M., 70
Test Critiques, 167
Test of Interpersonal Competence for Employment (TICE), 200-201
Test of Social Interference (TSI), 198, 201
Test score validity, 127-133
external evidence of, 130-131
generalizability of test score reliability, 133
internal consistency, 132
internal evidence of, 127-130
local reliability, 132-133
total test short-term stability, 133
Theories of intellectual abilities, 75-93, 134-135
British hierarchical theorists, 80-82
Carroll’s three-stratum theory, 88-91
Cattell-Horn theory of fluid and crystallized intelligence, 5n, 82-88
Guilford’s structure of intellect, 82
information processing theories derived from cognitive psychology, 92
multiple intelligences, 93
PASS model, 91-92
Spearman’s two-factor theory, 75-78
Sternberg’s notion of successful intelligence, 93
Thurstone’s primary mental abilities, 78-80
Thurstone, L.L., 78
Ticket to Work and Work Incentives Improvement Act, 63-66
need to go beyond, 66
Toddlers, 252-261
autism and pervasive developmental disorders, 254-257
cerebral palsy, 257-258
hearing impairment, 260
seizure disorders, 258-260
vision impairment, 261
Total test scores, 108-109
Total test short-term stability, 133
True positives, 230
U
Universal Nonverbal Intelligence Test (UNIT), 99, 110, 113
Urban educational systems, identification of students in, 2, 67
U.S. Department of Education, 25, 261
Office of Special Education Programs, 239
U.S. General Accounting Office, 58, 61
U.S. Social Security Administration (SSA), 1
Annual Statistical Supplement, 26
Appeals Council, 17
applicants for services under, 2
defining mental retardation, 2-4, 19-22, 67-68, 209
disability determination process, 16-19
disability programs, 15-22
examiners, 103-105
locating local offices of, 17
Office of Research, Evaluation, and Statistics, 39
programs in context, 11-12
U.S. Supreme Court, 10, 34, 43-44
V
Validity of informant judgments, 162-163
Validity of IQ tests, 127-131
external evidence of, 130-131
internal evidence of, 127-130
potential threats to, 102-103
Variables that influence correlations, 218-223
ceiling and floor problems, 220-221
competencies versus perceptions, 219-220
level of mental retardation, 221-223
sample variance, 220
scale content, 218-219
Velo-cardio-facial syndrome, 275
Verbal comprehension, 113
Verbal IQ (VIQ), 20-21, 31, 115
Vineland Adaptive Behavior Scales (VABS), 33, 154, 167-168, 180n, 218-219, 225-229
adequacy of normative samples for, 164
manual for, 221
Survey Form, 166
Vineland Social Maturity Scale (VSMS), 23, 143, 167
VIQ. See Verbal IQ
Vision impairment, 261
W
Wechsler, David, 72
Wechsler Abbreviated Scale of Intelligence, 118
Wechsler Adult Intelligence Scale-III, 96-97
Wechsler Intelligence Scale for Children (WISC-III), 96-97, 110, 219
Wechsler Preschool and Primary Scale of Intelligence-R, 108
Wechsler scales of intelligence, 4, 6, 31-32, 72-73, 99
outdated, 124
Wechsler Verbal Comprehension and Perceptual Organization Indexes, 115
West syndrome, 259
Williams syndrome, 275
Woodcock-Johnson Psycho-Educational Battery, 100, 169
Work incentives. See also Ticket to Work and Work Incentives Improvement Act
recommendations, 66-67
World Health Organization Disability Assessment Schedule II (WHODAS II), 204-205
World Health Organization (WHO), 204
defining mental retardation, 2, 29-30, 146
on standardized assessment of adaptive functioning, 7, 30
Z
Zebley decision. See Sullivan v. Zebley