A convergent validity study of the differential ability scales and the Wechsler intelligence scale for children-third edition with Hispanic children

Intellectual assessment of minority children continues to occupy a position of importance in the practice of school psychology. A review of the extant literature suggests a continuing controversy regarding the adequacy of cur rent intelligence tests to measure the cognitive ability of U.S. minority c hildren. The present study examined the relationship between the DAS, an in dividually administered cognitive and achievement test developed for use wi th children and adolescents, and the WISC-III, the most commonly used intel ligence test for children. Both the DAS and the WISC-III were administered to a sample of 24 English-speaking Hispanic children between the ages of 9 and II. Global and factor scores for both tests were compared, with special attention paid to verbal/performance score discrepancies. A relationship b etween the WISC-III and the DAS was indicated, providing evidence for the c onvergent validity of the DAS and the WISC- III in assessing English-speaki ng Hispanic children residing in the United States. Results of the study ar e further discussed in terms of the use of the DAS in the evaluation of His panic students.