evidence supports the claim that general ability is among the most dominant and enduring factors, both causal and corollary, associated with scholastic and occupational success; environmental adaptation, physical propensity and morbidity and scientific cultural, and political acumen (Flanagan, Keith, McGrew, & Vanderwood 1997). However traditional I.Q. tests have several problems including their failure to index learning rate, their inability to inform treatment planning, and the questions that are raised about the role of I.Q. tests in the overrepresentation of minority students in special education (Elliot & Fuchs 1997). Although, general ability is less emphasized by school psychologist in favor of specific intellectual constructs. They believe that useful diagnostic and treatment information can be derived from subtest scores. As a result a multidimensional model of intelligence will provide a better understanding of cognitive functioning than will a unidimensional model.Recall the purpose of schooling and assessment. Considering this it is hardly conceivable to think that a general factor model of intelligence could provide us with the information about a students learning profile to increase the likely hood of that student receiving an appropriate education. A general factor model only provides us with a prediction of success in school. A multidimensional approach will provide us with specific information about a students learning profile. For example using a multidimensional approach, a psychologist, can diagnosis a multitude of learning disabilities for students. As a result of a diagnosis a suitable educational plan can be created and implemented to help ensure the most adequate opportunity for each students learning. Throughout the last two decades there has been a great increase in intelligence test development. There have also been meaningful advances in theories of intelligence and how they are operationali...
