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1.
The relationship between WISC-R subtest scores and Verbal, Performance, and Full Scale IQs was investigated for a sample comprised of rural Appalachian children. The sample was comprised of both white and black children who might be described as culturally different by virtue of low family income and residence in the mountainous areas of Virginia and North Carolina. Data analysis consisted of computing product-moment correlations (rs) between each of the ten subtests and the Verbal, Performance, and Full Scale IQs. Correlations between individual subtests and the FS IQ ranged from.49 through.63, but none of the differences between these rs were large enough to attain significance. Correlations between the verbal subtests and Verbal IQ ranged from.64 for Comprehension up to.78 for Vocabulary. For the performance subtest, the rs ranged from.54 between Coding and the Performance IQ up to.72 for Object Assembly. 相似文献
2.
This study was designed to examine the role of intelligence (IQ) in the definition of reading disabilities (RD) in languages with different orthographic systems. A sample of 94 Spanish children and 157 English-speaking Canadian children with RD was classified into four groups on the basis of IQ scores from the Wechsler Intelligence Scale for Children-Revised (< 80; 81-90; 91-109; 110-140). We examined the reading and spelling skills of Canadian and Spanish children as a function of Full Scale, Verbal, and Performance IQ scores. Significant differences between the languages were found when reading performance was analyzed as a function of Verbal IQ scores, in that there were some differences between the groups of Canadian children with RD but not between the groups of Spanish children. The Canadian children with Verbal IQ scores < 80 demonstrated relatively lower performance in reading and spelling skills than the Canadian groups with higher IQ scores. There were differences in reading tasks as a function of Performance IQ in English but not in Spanish. The differences in the role of IQ as a function of orthographic systems may relate to the greater significance of visual-orthographic as opposed to phonological processing in English. 相似文献
3.
This paper examined the diagnostic utility of subtest variability, as represented by the number of subtests that deviate from examinees' mean IQ scores, for identifying students with a learning disability (LD). Participants consisted of the 2,200 students in the WISC‐III normative sample and 684 students (Mdngrade = 5; Mage = 10.8) identified as LD. The number of subtests deviating from examinees' Verbal, Performance, and Full Scale IQ by ±3 points for normative and exceptional samples were contrasted via Receiver Operating Curve (ROC) analyses. Results indicated that LD students did not differ from normative sample children at levels above chance. It was concluded that deviation of individual subtest scores from mean IQ scores has no diagnostic utility for hypothesizing about students with learning disabilities. © 2000 John Wiley & Sons, Inc. 相似文献
4.
Correlations between the WISC-R Full, Verbal, Performance, and Freedom from Distractibility Scale IQs, WISC-R subtest scaled scores, and Wide Range Achievement Test Reading, Spelling, and Arithmetic standard scores were computed for a sample of 114 children (64 boys, 50 girls), aged 6 to 16 years, who were referred for psychological evaluation because of academic or learning difficulties. The Full Scale IQ, Verbal Scale IQ, and Freedom from Distractibility IQ correlated moderately with the three achievement area standard scores (rs of .48 to .59). However, the Performance Scale IQ correlated minimally with reading and spelling scores (rs of .26 and .27), but moderately with arithmetic scores (r = .40). The results support the concurrent validity of the WISC-R. 相似文献
5.
Patterns of performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) have been proposed as useful tools for the identification of children with learning disabilities (LD). However, most of the studies of WISC-R patterns in children with LD have been plagued by the lack of a typically achieving comparison group, by failure to measure individual patterns, and by the lack of a precise definition of LD. In an attempt to address these flaws and to assess the presence of patterns of performance on the WISC-R, we examined data from 121 children with typical achievement (TA), 143 children with reading disabilities (RD), and 100 children with a specific arithmetic disability (AD), ages 6 to 16 years. The results indicated that the RD and AD groups had significantly lower scores than the TA group on all the Verbal IQ subtests. Many of the children with AD and RD showed a significant difference between Verbal and Performance IQ scores, but so did many of the typically achieving children. Although there were some children with LD who showed the predicted patterns, typically, 65% or more of the children with LD did not. Furthermore, a proportion of the TA group-generally not significantly smaller than that of the RD and AD groups-showed discrepancy patterns as well. Our results indicate that the patterns of performance on intelligence tests are not reliable enough for the diagnosis of LD in individual children. Therefore, it might be more profitable to base the detection of an individual's LD on patterns of achievement test scores. 相似文献
6.
Monte D. Smith 《Psychology in the schools》1978,15(1):4-7
Stability of the WISC-R subtest profile for 161 learning disabled (LD) children over a 7-month test-retest interval was examined. A unique subtest profile reported earlier (Smith, Coleman, Dokecki, & Davis, 1977a) was replicated. Performance IQ was significantly greater than Verbal IQ at both testing occasions. A mean test-retest increase was observed for Performance IQ, but not for Verbal IQ. 相似文献
7.
Robert L. Hale 《Psychology in the schools》1978,15(2):172-175
This study investigated the efficacy of predicting academic achievement as measured by the WRAT, using the Verbal and Performance scores of the WISC-R as predictors. Both tests were given to 155 children referred for psychological evaluations in a four-county area in southeastern Nebraska, and a multiple regression analysis was conducted where the Verbal and Performance IQ scores were conjointly regressed on Reading, Spelling, and Arithmetic standard scores from the WRAT. The results indicated that the Performance IQ did not significantly predict academic achievement, and that the Verbal IQ significantly predicted only Reading and Arithmetic scores. Generated regression equations were provided. 相似文献
8.
John R. Slate 《Psychology in the schools》1995,32(2):103-108
Discrepancies between IQ and Index scores on the WISC-111 were investigated for a sample of students with SLD (n = 202), with MR (n = 115), and evaluated but not classified (n=159). Mean Verbal and Performance IQ discrepancies, though significantly different for each sample, were smaller than those reported in the WISC-III manual for the normative sample. Similarly, the Index score comparisons indicated differential functioning for the three samples, with the exception of the Verbal Comprehension and Freedom from Distractibility Index discrepancy. Moreover, the Performance IQ was higher than the Verbal IQ for all three samples. Consistent with the WISC-R literature, discrepancies between Verbal and Performance IQs and higher Performance than Verbal IQs are not diagnostic indicators of abnormalities. 相似文献
9.
Frederick A. Hadd 《Psychology in the schools》1986,23(4):361-364
Results of the TONI, WISC-R, and WRAT were compared for a sample of 66 learning disabled children: 51 males (32 white, 19 black) and 15 females (9 white, 6 black) whose mean age was 9–5 (SD = 1–10). The mean score of the TONI was significantly different from the Performance IQ. Nonsignificant differences were found between the TONI and Full Scale IQ and between the TONI and Verbal IQ. Correlation coefficients between the TONI and WISC-R ranged from a low of .35 for the Verbal IQ to .44 for both the Full Scale and Performance IQs. The correlation coefficients between the TONI and standard scores of the WRAT were .38, .27, and .23, for Reading, Spelling, and Arithmetic, respectively. Implications of these findings are discussed. 相似文献
10.
The Peabody Picture Vocabulary Test (PPVT), Form A was compared to the Wechsler Intelligence Scale for Children-Revised (WISC-R) in two samples of children with reading disabilities. One group of 14 children, referred to a university clinic, were administered the WISC-R, followed by the PPVT. The second group of 38 children from a private learning disability center were administered the PPVT first, followed by the WISC-R. In the combined sample, the PPVT IQ (X̄ = 109.2) was significantly higher than the WISC-R Verbal IQ (X̄ = 98.9), Performance IQ (X̄ = 97.0), and Full Scale IQ (X̄ = 97.5). Similarly, the PPVT IQ was significantly higher than the WISC-R Full Scale in both samples separately, regardless of which test was administered first. In one case, the PPVT IQ was 50 points higher than the WISC-R IQ. Correlations between the PPVT and WISC-R Verbal, Performance, and Full Scale IQs were significant (rs = .56, .29, and .50, respectively). The results suggest that the two tests do not provide interchangeable IQs for a population of reading disabled children. 相似文献
11.
Paulette J. Thomas 《Psychology in the schools》1980,17(4):437-441
The purpose of this study was to determine the degree of comparability between the WISC and the WISC-R over time. Hypotheses were tested using a sample of 276 mildly mentally handicapped children enrolled in special education classes who had received a WISC (Trial 1) and a WISC or WISC-R (Trial 2) after an interval of approximately three years. The sample was grouped on the basis of test administered in Trial 2. Group I contained those children who received the WISC on Trial 2 and included 183 children, of whom 121 were males and 62 were females. Mean age at time of initial testing was 8–10; mean age at second testing was 11–8. Group II was composed of 93 children who had been posttested on the WISC-R and included 72 males and 21 females. Mean age at initial testing was 9–5; mean age at posttest was 13–0. The study was conducted in five school districts and one county department of education. Verbal IQ, Performance IQ, and Full Scale IQ for both instruments administered were transcribed from the special education folders of the children. The design used to test hypotheses was repeated measures analysis of variance. Data analysis resulted in rejection of the hypotheses that the WISC-R yields mean Verbal, Performance, and Full Scale IQ scores greater than or equal to the corresponding mean IQ scores of the WISC. It was concluded that the WISC-R may unfairly penalize special education children who are reevaluated with this instrument. Fluctuations in IQ scores due to the instrument of measurement must be recognized, and appropriate action should be taken to insure that children are evaluated for special class placement on comparable bases. 相似文献
12.
WISC-R Verbal and Performance IQ scores obtained from a sample of 124 referred children were correlated with WRAT-R achievement scores. The Verbal IQ was found to predict Reading, Spelling, and Arithmetic. The Performance IQ did not add significantly to the predictions. The results were consistent with earlier studies that examined the relationship of the WISC-R to the WRAT. 相似文献
13.
Standard Age Scores on the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) and WISC-R IQs of 51 urban black males receiving special education services were compared. Correlations between the SBIV Composite scores and WISC-R Verbal, Performance, and Full Scale IQs were 0.803, 0.826, and 0.87 respectively. Correlations between all combinations of scales ranged from 0.612 to 0.888, median r=.723. SBIV Composite mean scores did not differ significantly from the mean WISC-R Full Scale, Verbal, and Performance IQs. Regression analysis of the three subgroups (BD. LD, and EMR) indicated that the SBIV possesses differential validity for each group. Tabular comparison of precision of classification between the SBIV and the WISC-R yielded a 78% agreement. These data suggest that the SBIV possesses utility for assessing the intelligence of black students classified as BD and EMR. However, the use of the scale with LD students is unsupported. 相似文献
14.
Attention continues to be directed toward the WISC-R as a tool for understanding children's learning problems. The formulation of WISC-R subtest regroupings (apart from the traditional Verbal, Performance, and Full Scale IQs, and the empirically derived factor scores) may provide a basis for score interpretation and the generation of hypotheses regarding children's cognitive strengths and weaknesses. The present investigation analyzed the predicitive utility of several WISC-R subtest recategorizations with regard to academic to achievement as measured by the WRAT. The sample consisted of 105 children who had been referred for psychoeducational evaluation because of classroom learning problems. Stepwise regression analyses indicated that many of the regroupings were significant predictors of academic achievement. Generated regression equations are presented. 相似文献
15.
The study examined the relations between reciprocal nominations, reciprocal rejections and loneliness among children with learning disorders. The sample consisted of 238 Israeli students: 110 students with learning disorders (LD) and 128 students with no LD (NLD) drawn from 2nd to 6th Grades (ages: M = 9.83 years, SD = 1.35). Participants were assessed on: loneliness, sense of coherence, friendship quality, reciprocal friendship and reciprocal rejection nominations. Hierarchical multiple regression analysis revealed that loneliness experience was significantly predicted by sense of coherence, peer reciprocal rejection and conception of friendship qualities. Students with LD who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did their NLD peers. Within the LD group, those children who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did LD children who had no reciprocal rejection. Such significant within‐group differences were not found in the NLD group. The discussion emphasises the importance of the examination of intra‐ and interpersonal variables in the understanding the loneliness experience among LD children, with special focus on the role of reciprocal negative nominations. 相似文献
16.
Esther Stavrou 《Psychology in the schools》1990,27(2):101-110
This study addresses the need for systematic longitudinal research documenting the stability of WISC-R scores in special education populations. WISC-R scores of 100 learning-disabled and 60 mildly retarded children retested on three separate occasions at three-year intervals were examined. The stability of WISC-R scores was evaluated according to three different criteria: (a) the consistency of group means over time, (b) the frequency of significant changes in individual scores, and (c) correlations between administrations as an index of stability of subjects' relative positions in the group. Different results were obtained depending on the criterion considered. Examination of group means and correlation coefficients indicated that Full Scale IQ was fairly stable over a period of six years for both learning-disabled and mildly retarded samples. However, greater variability was noted when examining the frequency of changes in individual subject's scores. Verbal IQ and Performance IQ demonstrated somewhat more variability by all criteria examined. The implications of these results with regard to the importance assigned to IQ in special education classification decisions, the usefulness of retesting IQ in three-year reevaluations, and the efficacy of special education are discussed. 相似文献
17.
Ronald J. Gironda 《Psychology in the schools》1977,14(3):271-275
Twenty urban EMR students' WISC-R scores were compared with their previously administered WISC scores. The average interval between administrations was approximately three years. Significant coefficients of correlation were obtained between five corresponding subtests and between Performance IQs and Full Scale IQs. Results from t tests for correlated data indicated that mean WISC-R Verbal, Performance, and Full Scale IQ scores were not significantly lower than their corresponding WISC scores. The results of this study indicated that WISC-R scores in comparison to WISC scores appeared to be more stable in the lower IQ ranges and less vulnerable to cultural bias. 相似文献
18.
Children who had been nominated as potential candidates for gifted programs were assessed to determine the relationships among certain behavioral and intellectual characteristics. Records were compiled listing 132 first- through eighth-grade children's race, sex, age, grade level, Slosson Intelligence Test (SIT) IQ scores, Scale for Rating Behavioral Characteristics of Superior Students (SRBCSS) scores, and WISC-R IQs. Only children achieving SIT IQs of 130 or higher were included. A regression equation for the prediction of a WISC-R Full Scale IQ score from a given SIT score was computed and compared to that developed for predicting the WISC-R IQ in another study. All variables except SIT IQ were poor predictors of WISC-R IQ scores. A moderate correlation was computed between SIT and WISC-R Verbal and Full Scale IQ scores. A somewhat lower, but still significant, degree of relationship was found between SIT and WISC-R Performance IQ scores. Some difficulties with using the SIT as a screen for gifted programs are discussed. 相似文献
19.
E. Mark Mahone Teresa L. Miller Christine W. Koth Stewart H. Mostofsky Melissa C. Goldberg Martha B. Denckla 《Psychology in the schools》2003,40(4):331-340
Reviews involving the Wechsler Scales for children suggest that Full Scale IQ scores on the Wechsler Intelligence Scale for Children, Third Edition, average 5 to 6 points lower than scores on the second edition of the scale [WISC‐R, Wechsler, D. (1974). Zimmerman & Woo‐Sam, 1997], with the differences distributed disproportionately over subtests, i.e., with larger discrepancies found within the Performance Scale (Wechsler, 1991). Changes on the revised subtests of the WISC‐III Performance Scale may place children with ADHD at a disadvantage compared to their performance on analogous WISC‐R subtests. We examined IQ test performance in 122 unmedicated children with ADHD (61 given the WISC‐R, 61 given the WISC‐III), and 46 children from a healthy, comparison group (23 given the WISC‐R, 23 given the WISC‐III). The ADHD and comparison group samples were matched for sex and for Verbal IQ between WISC‐R and WISC‐III. Children with ADHD had significantly lower Performance IQ on WISC‐III compared to the WISC‐R, with the Picture Arrangement subtest showing the most significant difference. In contrast, there were no significant differences between the WISC‐R and WISC‐III cohorts on Performance IQ or any Performance subtests among the comparison group. These findings highlight the importance of examining the comparability of ability test revisions among clinical and non‐clinical populations, and will be especially salient when the WISC‐III is revised. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 331–340, 2003. 相似文献
20.
Each year thousands of children are evaluated or reevaluated utilizing the current edition of the Wechsler Intelligence Scale to determine their eligibility for gifted programs. The Wechsler Intelligence Scale for Children-III (1991) is new enough that only limited research is available on how it compares to the previously used Wechsler Intelligence Scale for Children-Revised (1974). The purpose of this study was to determine the comparability between the previously dominant intelligence scale, the WISC-R, and the revised WISC-III with gifted children. The results of this study indicate that the latest revision (WISC-III) and the earlier version (WISC-R) produce remarkably similar scale and subtest scores when administered under clinical conditions to gifted children. All 51 children determined eligible through the administration of one of these two Wechsler tests would have been eligible for services had the other test been administered. The Verbal and Performance scale IQ scores were within two points of each other across the two test administrations, while only a one-point difference existed between the Full Scale IQ scores. The Arithmetic, Comprehension, and Object Assembly subtest scores were in high agreement across the two administrations (p<.01). The level of agreement between some subtests across the two administrations suggests that clinical judgment is just as important as scores in considering who is eligible for gifted programs. 相似文献