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This study assessed the correlation between the Third (FDI) and Fourth (PSI) Factors of the Wechsler Intelligence Scale for Children-Third Edition and established measures of attentional functioning (behavioral rating scales and conventional/neuropsychological testing). Eighty children who were referred for educational evaluation were tested using the WISC-III and other objective measures of attentional functioning including the Continuous Performance Test, Stroop Color Word Test, Wisconsin Card Sorting Test and Trails A and B. Two teacher rating scales, the ACTeRS and SNAP, were completed on each child. Test results showed no correlation among the various sets of measures. It appeared that the three sets of measures (behavior rating scales, WISC-III and conventional/neuropsychological testing) assessed differential aspects on the attention/concentration spectrum. The need for a multidimensional evaluation of attentional functioning was affirmed. Factor analysis indicated the Mirsky model of attentional processes was not directly transferable to a child population. Results demonstrated that certain neuropsychological tests may function differently with children due to the complex cognitive demands of the test. Implications for the assessment of attention deficits by the school psychologist were discussed.
