Just Say No to Subtest Analysis: A Critique on Wechsler Theory and Practice

none - review and critique of the existing empirical record

US school psychology practice with the Wechsler scales and similar batteries

A critique, not a study; it assembles other people's evidence rather than generating any. Recorded at grade D accordingly. Its value is that it names the practice precisely - the search for "pathognomonic meaning in patterns of underlying, more specific, subtest scores" - and shows that the practice was inherited from Wechsler's beliefs rather than derived from evidence.

The evidence concerning interpretation of Wechsler and similar tests as measures of SPECIFIC rather than GLOBAL ability does not support the specific-ability reading. Global indices carry the validity; the subtest patterns beneath them do not. The paper's title states the recommendation and the profession largely ignored it - which is itself the useful datum, because subtest and subscore interpretation remains the default way score reports are read by parents and teachers thirty-five years later.

Not applicable - a methodological critique with no estimates.

Not an empirical finding; the empirical claims it summarises were subsequently confirmed by McDermott et al. 1992 and Watkins & Canivez 2004.