Abstract
Decision makers in the field of learning disabilities routinely administer a variety of tests; the technical characteristics of such assessment devices are important relative to decision making. The validity of the Woodcock-Johnson Psycho-Educational Battery was evaluated with a sample of learning disabled youngsters. In general, the Battery has some convergent validity but little discriminant validity relative to various cluster scores or specific uses. Results are discussed with regard to implications for the field of learning disabilities.
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