• What if the mean Total Problems scores for additional societies are found to be far below the existing Group 1 mean scores or far above the existing Group 3 mean scores?
• How are the Total Competence, Adaptive Functioning, and Total Problems scores used?
• For longitudinal research how can correlations be computed between the preschool scores and subsequent scores on the school-age forms?
• Should extremely low scores be considered deviant?
• For assessing outcomes and doing longitudinal research, how can deviance on the adult scales be analyzed in relation to deviance on the older adult scales scored later for the same individuals?
• For longitudinal research, how can correlations be computed between scores obtained on the ages 18-59 forms and scores obtained later on the older adult forms?
• Why do the profiles show gaps between successive raw scores on some scales?
• Are extremely low scores on problem scales be considered deviant?
• When were the scales normed? Are there plans to re-norm any time soon?
• For assessing outcomes and doing longitudinal research, how can deviance on the school-age scales be analyzed in relation to deviance on the adult scales scored later for the same individuals?
• For longitudinal research, how can correlations be computed between the school-age scores and subsequent scores on the adult forms?
• How are the Mean Adaptive Functioning and Total Problems scores used?
• On the hand-scored profiles, why do the interval marks on the left and right sides of the profiles correspond to T score intervals but not to percentile intervals?
• Should raw scores or T scores be used to report results?