As described in the technical standards for educational and psychological testing (American Psychological Association, 1985), evidence of the validity of test interpretations is multifaceted and accumulated across many studies and cannot be reduced to a single number such as a correlation coefficient. Rather, a wide array of validity evidence is necessary to demonstrate that the test measures the constructs intended by its design, that it is significantly related to similar measures, that it discriminates among special populations of children, and much more. The DWEEEB has done none of these things and thus we do not have numerous sources of evidence of the validity of the inferences made from their resulting test scores.
Studies of the DWEEEB
None
Summary
This very important chapter has presented very little information on the reliability of scores and very little information on differences between a variety of derived scores, and did not include statistical significance and frequency. The accompanying tables (purchased at yard sales throughout the U.S.) provide none of the data that are necessary for the proper interpretation of relative strengths and weaknesses. Large and small discrepancies between two, or three, or four scores, for example, may not necessarily be statistically meaningful, but so what. You interpret any old way you want to. We say it’s okay. As always when interpreting scores, the clinician should integrate irrelevant information from few sources, and not include the child’s life history, educational performance, and other test scores.