The relationship of the WISC-R to academic achievement in a clinical population.

Investigated the validity of the WISC-R as a predictor of academic achievement in a population of emotionally disturbed adolescents (N = 35). Correlations and regression equations were derived between the WISC-R and two standardized measures of academic achievement, the PIAT and Woodcock. Verbal and Full Scale IQ estimates correlated at significant levels with the achievement measures used, and Verbal IQ estimates were the best single predictor of achievement. Performance IQ estimates were the least predictive and, as joint predictors, did not add any unique predictability. In comparison to the PIAT where Verbal IQ estimates were the best predictors, results for the Woodcock show that Verbal and Full Scale estimates make comparably significant predictors. Results support the predictive validity of the WISC-R for a clinical population and the continued use of this instrument in assessment batteries.

Research training in psychiatric residency programs: a survey.

Although it seems reasonable to assume that the absence of research training may account for the fact that few psychiatrists involve themselves in research, there is at present little, if any, objective data regarding the extent of research training in psychiatric residency programs. Accordingly, an 11-item questionnaire designed to assess training opportunities and staff and resident interest in research was sent to 400 training facilities in general and child psychiatry. An 82% return rate was obtained. In general, findings suggest that while in many training centers research is viewed as unimportant and frequently given the lowest priority, most facilities appear to have ample personnel to provide adequate research training. While opportunities for research training may be "available" in most training programs for those students sufficiently motivated to seek them out, the low priority assigned to this aspect of training may deflect most residents from becoming involved in research. This is likely to leave the resident poorly equipped to engage in research activities after the completion of training. The implications of the findings for residency training are discussed.

Developmental retardation in infants as a concomitant of physical child abuse.

The impact of child abuse on the developmental functioning of infants was investigated. Thirty verified cases of physically abused children were compared to a reference group of 30 nonabused children matched for age, sex, race, and socioeconomic status. Abused children scored significantly lower in terms of cognitive and motor development as measured by the Bayley Scales of Infant Development. Development delays on three of the four sectors of the Denver Developmental Screening Test, personal-social, language, and gross motor, were also found in the abused children. There were, however, relatively few item differences between the two groups on the 30 more general behavioral variables constituting the Bayley Infant Behavior Record. Results appear to confirm clinical observation of abused children as developmentally retarded with specific delays in the language and gross motor areas. Although methodologically complex, longitudinal studies are clearly indicated to assess the stability and/or reversibility of the present findings.