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Tests do not think for themselves, nor do they directly communicate with patients Like a stethoscope, a blood pressure gauge, or an MRI scan, a psychological test is a dumb tool, and the worth of the tool cannot be separated from the sophistication of the clinician who draws infer-.

Psychometrics has an important place in clinical assessment, as do analyses of group data. Reliability, validity, understanding of group differences in cognitive ability, development of appropriate norms, and item bias statistics are just a few of the areas that require psychometric analysis and group data. Investigating individual children s or adults ipsative strengths and weaknesses is not such an area. Watkins and Canivez have applied a questionable statistical test of Kaufman and Lichtenberger s method. In the Watkins and Canivez study, the kappa statistics are based on group data and basically answer the question, Did a large sample of children have a data-based strength, weakness, or neither, on a WISC-III assessment, and did this group of children maintain their same categorizations (strength, weakness, neither) on a retest administered about three years later The kappas, based on group data, do not answer the question about the stability of the strength or weakness for any particular individual in the sample (Cicchetti, 1994). This statistic does not address the validity of the strength or weakness for an individual. Statistics alone do not interpret the possible area of integrity or deficit. To do this, clinical behaviors, referral and background information, and other data sources must be taken into account. That is precisely what we instruct clinicians to do if they use the intra-individual method. We do not want them ever to apply the method blindly, out of context, without integrating the statistical findings with all other pertinent formal

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The conclusion apparently reached by the opponents of IQ and the aptitude achievement discrepancy for LD assessment is to advocate a diagnostic approach that does not attempt to distinguish between LD and low achievement, but instead lumps all low-achieving students into a single package, without concern for the presence of neuropsychological intactness in unaffected domains. For example, Siegel (1999) discusses identification of specific learning disabilities in terms of what specific cutoff to use on achievement tests, with no need at all to weigh the individual s cognitive profile. Kaufman and Kaufman (2001b) note about Siegel:

Suppose you and a group of friends are on a treasure finding mission Each one in the group has a metal detector and can communicate the signal and current position to the n nearest neighbors Each person therefore knows whether one of his neighbors is nearer to the treasure than him If this is the case, you can move closer to that neighbor In doing so, your chances are improved to find the treasure Also, the treasure may be found more quickly than if you were on your own This is an extremely simple illustration of swarm behavior, where individuals within a swarm interact to solve a global objective in a more efficient manner than one single individual could A swarm can be defined as a structured collection of interacting organisms (or agents).

She discusses the merits of identifying as SLD all students who score below the 25th percentile, but notes that the 20th or 15th percentiles might also be acceptable cut-off criteria. She acknowledges that there are some exclusionary criteria, namely ruling out inadequate education, sensory deficits, serious neurological disorders, and social/emotional difficulties as causes of low academic achievement. Yet, though she perceives these exclusionary criteria as reasonable ..., she is not convinced that they are necessary. She endorses a deficit model that has no room for systematic evaluation of exclusionary criteria or for the need to demonstrate the student s neuropsychological, cognitive, or academic intactness. (p. 436)

Trendlines are very basic but very powerful drawn objects that can be placed onto a chart. In the context of ProphetCharts, a drawn object is an item that is added to a chart to provide insight into likely future price behavior, usually by indicating support or resistance levels. You will explore a variety of drawn objects in this and coming chapters, but a solid knowledge of the use and interpretation of trendlines is essential to your success as a technical analyst. The properties of a well-drawn trendline are as follows:

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