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An issue in the literature relative to the System of Multi-cultural Pluralistic Assessment (SOMPA) has been the independence of the Adaptive Behavior Inventory for Children and the Wechsler Intelligence Scale for Children-Revised (WISC-R) (1, 2. 4). The inventory is purported to measure a child's nonacademic behavior and ability to function in everyday life situations (3). Measured by a parental interview are the child's performance within the family, peer community, nonacademic school activities; activities for independent functioning and social performance from the perspeeive of the home. The WISC-R scores are evaluated in the SOMPA model as a measure of school functioning, i.e., school achievement, and not as an over-all aptirude. Oakland (4) reported a .28 correlation between the inventory and WISC-R Full Scale IQ which is higher than correlations reported by Mercer and Lewis (3). Oakland (4) indicated, . . the ABIC does not correlate highly with intelligence or (p. 65). Oakland's findings are consistent with the view of Mercer and Lewis that the inventory is conceptually independent of achievement and intelligence and that there is minimal redundancy among measures (3). The intent of the present investigation was to study the relationship of scores on the inventory and the WISC-R Full Scale. Twenty-two male and 15 female clients of a Developmental Evaluation Center were tested. There were 11 black and 26 white children; their ages ranged from 62 mo. to 137 mo.; M age = 91 mo. and SD = 24 mo. The WISC-R wa administered by the clinic's psychological staff and scores on the Adaptive Behavior Inventory were obtained through parental interviews by a trained case worker. A Pearson correlation computed for the group for the two measures was significant (r = .50, p < .05). Mean scores for the group for the WISC-R Full Scale and inventory were 83 (SD = 16.3) and 37.9 (SD = 12.9), respectively. The correlations for the six sub-scales of the Ada~tive Behavior Inventow and the WISC-R Full Scale were: family, .46; community, .41; peer relations, .43; nonacademic school roles, 33; earner/ consumer, .45; and self-maintenance, .53. Such data do not support the notion of little relationship between the Adaptive Behavior Inventory and WISC-R Full Scale. The possible utility of the SOMPA model requires careful and repeated documentation of the assumptions. The present research is exploratory and heuristic; generalizations to other samples should be cautious. The contrast of these results with those of Oakland (4) and Mercer and Lewis (3) and the increasing use of the model for assessment of children require further examination of the relation between the two measures.
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