The effect of familiarity with the examiner on WISC-r verbal,performance, and full scale scores

The Wechsler Intelligence Scale for Children-Revised (WISC-R) was administered to 72 elementary school children (36 first graders and 36 fifth graders). Three methods of pretest rapport establishment were compared for each of two age groups. Treatment Group 1 received less than 5 minutes of pretest rapport establishment immediately preceding testing. Treatment Group 2 received 15 minutes of rapport establishment immediately preceding testing. Treatment Group 3 received 5 minutes of rapport establishment on two of the five school days prior to testing and 5 minutes immediately preceding testing. It was found that time spent in establishment of familiarity with the examiner as determined by the three treatment conditions had no significant effect on WISC-R Verbal, Performance, or Full Scale scores for this sample. Also, no significant difference was found between 6-year-old and 10-year-old students under the various treatment conditions. Finally, no significant differences on WISC-R Verbal, Performance, or Full Scale scores were found as a result of the interaction of age and familiarity conditions.     

The effect of omitting a limited number of subtests on the full scale reliability of the WISC-R

Changes in the full scale reliability of the WISC-R were computed at three age levels when each subtest was omitted by itself. Reliability was then determined when combinations of the two to five subtests which independently lowered the full scale reliability the most were omitted. The same procedure was followed with those subtests which independently had the smallest effect in lowering full scale reliability. The deletion of any one subtest had a negligible effect on reliability. Only when the combination of the five subtests having the greatest independent effect on full scale reliability was omitted did the reliability drop below.90. Cautions were rioted concerning the exclusion of sub-tests even when reliability remains acceptably high.     

The reliability of the WISC-R performance scale with deaf children

Though the Wechsler tests are widely used to assess the intellectual ability of hearing impaired children, data on the reliability of the WISC-R with this population have been lacking. The Performance Scale of the WISC-R was administered to 59 prelingually deaf children attending a state-supported day school program. The reliability coefficients and standard errors of measurement were computed for each subtest and for the Performance Scale IQ. The results compare favorably with those found by Wechsler with the standardization sample.     

Comparability of WISC-R and WAIS IQ scores in educable mentally handicapped adolescents

The WISC-R and WAIS were administered to 30 16-year-old EMH students in a test-retest design to distribute practice effects. The average interval between administrations was approximately 37 days. Results from t-tests of significance of difference between the means were obtained for the total group and for two subgroups, one receiving the WISC-R first and one the WAIS first. Analysis of data revealed significantly higher WAIS scores on all levels of VIQ, PIQ, and FIQ for all groups.     

Differences required for significance between Wechsler verbal and performance IQs and WIAT subtests and composites: The predicted-achievement method

This paper provides tables of critical values for determining statistically significant discrepancies between Wechsler Verbal/Performance IQ and WIAT subtest and composite scores based on a predicted-achievement method. It is recommended that these tables be used when a statistically significant and diagnostically meaningful Verbal IQ-Performance IQ discrepancy exists rendering either of these IQs a better estimate of a student's ability than the Full Scale IQ. Issues regarding the use of discrepancy formulas in the assessment and diagnosis of learning disabilities are discussed, and basic considerations for using the critical values tables are provided.     

Suitability of the California Abbreviated WISC for WISC-R subtests with mentally retarded and slow learner children

This study was undertaken to determine the suitability of the California Abbreviated WISC—Form 1 (CAW-1) for use with WISC-R subtests. Subjects were drawn from the files of previously evaluated students from two southern mountain communities. Examination of WISC records within the age and IQ ranges of the CAW-1 (CA 8-0 to 13-6, IQ 50 to 80) indicated that our sample was not significantly different from the CAW-1 noim group (N = 148, r = .85 between CAW-1 & WISC Full Scale IQ). WISC-R recods (N = 178) for the same ranges were examined and were found to be more highly predictive of Full Scale IQs (r = .91, FSIQ = .98 CAWIQ + 2.2). Extensions of the age range from 6-0 to 16-11 and of the IQ range from 40 to 100 were attempted. Final results (N = 284) indicated the CAW-1 could be used with the WISC-R over the full age range and for IQs ⩽ 100 with minor alteration (r = .96, FSIQ = 1.09 CAWIQ - 5.4). The second sample served for cross validation of these results. Using the alteration, results were consistent with original findings (N = 202, r = .93, FSIQ = .98 CAWIQ + 2.2). It was concluded that the CAW-1 was suitable for use with WISC-R subtests with minor alterations.     

Rorschach variables and their relationship to WISC-R IQ among children referred

Eighty-eight children ages six to seventeen referred for psychological evaluation had been administered the Rorschach test (Exner system) and the WISC-R, among other tests, for diagnostic purposes. The data were analyzed in order to determine relationships between Rorschach variables and WISC-R IQ levels. Significant relationships were found between groups for the variables FM + m and ep, after which prediction formulas were developed for estimates and use of verbal terminology associated with IQ levels.     

Recategorized WISC-R scores of learning disabled children and differential diagnosis

This study analyzed WISC-R profiles along a three-factor approach (Spatial; Verbal-Comprehensive; Attention-Concentration), as suggested by Bannatyne (1968) for purposes of differential diagnosis. The WISC-R profiles of 278 school-verified learning disabled children were compared to those of four other groups: Educable Mentally Impaired (N = 141), Emotionally Impaired (N = 67), Otherwise Impaired (N = 61), and Nonimpaired (N = 294). The total sample was drawn from the State of Michigan public schools. Statistically significant differences were found between the learning disabled group and the other four groups on WISC-R subtest scores. Further analysis revealed that 36% of the learning disabled and 32% of normal children exhibited this WISC-R profile. Analysis of WISC-R profiles of Spatial→Verbal→Attention was not useful in differential diagnosis among the five groups. The results are discussed in terms of the limited utility of a three-factor analysis of WISC-R subtest scores for the purpose of differential diagnosis.     

Correlations between the Woodcock-Johnson and the WISC-R for a behavior disordered population

Correlations between the Woodcock-Johnson Test of Cognitive Abilities (WJTCA) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) were evaluated on a sample of 55 behavior disordered males, 28 of whom were also diagnosed as learning disabled. Concurrent validity for this sample was demonstrated by only a 2.33 point difference between the mean WJTCA Broad Cognitive score and the mean WISC-R Full Scale IQ score. Analysis of Pearson product-moment correlations between each WISC-R subtest and each Woodcock-Johnson cluster score substantiated previous assertions that the WJTCA is unduly weighted with Product-Dominant factors. Construct validity of some of the WJTCA clusters also was questioned. Implications of these results for behavior disordered populations were discussed.     

Correlations among the WISC-R,PIAT, and DAM

The WISC-R, PIAT, and DAM were examined to ascertain relationships among the three instruments. Moderate to high correlations were found when PIAT scores were compared to WISC-Rg iqs, while DAM standard scores correlated moderately with PIAT and WISC-R scores. Correlations indicate that information yielded by the PIAT may be obtained through WISC-R results, while the DAM may be tapping other abilities not adequately assessed by either of the other two measures.     

Validity of WISC-R IQS and factor scores in predicting achievement for Mexican-American children

The predictive validity of the WISC-R IQs and factor scores was examined with a sample of 64 Mexican-American children. All the correlations among the WISC-R factor scores and academic achievement as measured by the Wide Range Achievement Test (WRAT) were found to be low, ranging from .09 to .31. Significant relationships were observed only between WRAT Reading and Perceptual Organization (PO) factor, WRAT Arithmetic and PO factor, and Freedom from Distractibility (FD) factor and WRAT Arithmetic scores. In contrast to this, however, significant relationships were observed between IQ scores and achievement measures, suggesting predictive utility of the WISC-R IQs in predicting achievement for Mexican-American children.     

WISC-R verbal and performance abilities of native american students referred for school learning problems

This study was designed to determine if three diagnostic groups of Navajo children differed on intellectual dimensions as measured by the WISC-R. Subjects had been previously diagnosed by state certified professionals and were identified as nonhan dicapped (NH) (N = 113), educationally disadvantaged.(ED) (N = 189), and learning disabled (LD) (N = 150). NH group means on all WISC-R variables were significantly higher than the LD group means. The ED and the LD group means were similar on the verbal measures, but the LD group scores were lower than the ED group scores on performance measures. The NH group demonstrated intellectual abilities and deficits similar to those reported for other primary-grade Navajo children who had not been referred for suspected handicapping conditions.     

An operational definition of learning disabilities (cognitive domain) using WISC full scale IQ and peabody individual achievement test scores

An operational index of discrepancy to assist in identifying learning disabilities (LD) in the cognitive domain was derived using the Full Scale IQ, Wechsler Intelligence Scale for Children (Wechsler, 1949, and relevant subtest scores on the Peabody Individual Achievement Test (PIAT) (Dunn and Markwardt, 1970. The index was applied to all legally identified LD children (N = 60) of a Michigan county who were in the LD program (1% of the total elementary school population of 6000 children). Of the 50 males and 10 females (mean age: 9 years 2 months; mean IQ: 91), the index identified 74% and 30% respectively as may be LD in the cognitive domain. This comprised 67% of the 60 children, or 2/3 of 1 % of the total elementary school population. Of the 67% may be LD children, 93% had discrepancy low PIAT subtest scores in Reading Recognition, 88% in Reading Comprehension, 83% in Spelling, and 52% in Arithmetic. Considerable caution should be exercised when classifying children, especially females, as LD.     

The long-term stability of WISC-R scores in mildly retarded and learning-disabled children

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.     

Factor analysis of WISC-R scores for children identified as learning disabled,educable mentally impaired,and emotionally impaired

The WISC-R scores for groups of children identified by school personnel as needing special education services were factor analyzed according to type of classification. WISC-R factor loadings were obtained for the scores of children labeled Learning Disabled, Educable Mentally Impaired, and Emotionally Impaired, as well as groups labeled Other and None. Overall, results show the WISC-R to be factorially similar for all groups, with two principal factors emerging which correspond to the Verbal-Performance structure of the test. Significance tests among mean scale scores and IQ scores yielded few meaningful differences across groups.     

A comparison of WISC-R and stanford-binet intelligence scale classifications of developmentally disabled children

WISC-Rs and Stanford-Binets were administered to 50 children with developmental disabilities referred for comprehensive evaluations. Although the two IQs correlated highly and significantly, it was found that 54% of the children received different classifications using the two instruments. Thus, testers should be aware that different classifications of intellectual level may be derived for the same child depending upon which test is used.     

Relationship between PPVT and WISC-R in children with reading disabilities

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.     

Correlations between the stanford-binet: Fourth edition and the WISC-R with a learning disabled population

The Fourth Edition of the Stanford-Binet and the WISC-R were compared as instruments for assessing the intellectual strengths and weaknesses of students classified as learning disabled in the primary and secondary grades. Results found only a 3.28-point difference (p≥.0001) between the S-B Composite score and the WISC-R Full Scale score. Correlations between the four broad areas of the S-B and the three scales of the WISC-R ranged from .494 (S-B Abstract/Visual Reasoning with WISC-R Verbal) to .920 (S-B Composite with WISC-R Full Scale). All correlations were found to be significant. Implications of the research findings were discussed.     

The relationship between the WISC-R and WRAT-R for a sample of rural referred children

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.