Factor structure of the McCarthy scales

The purpose of the present study was to test the factor structure of the McCarthy Scales of Children's Abilities in preschool children. Seventy-two boys and 69 girls between 4 and 5 years of age were tested. A factor analysis was carried out by means of the principal components method with varimax rotation. The existence of the Verbal factor and of the Perceptual-Performance factor was confirmed. The Quantitative and Memory factors appear undifferentiated. As far as the subtests which make up the Motor scale are concerned, they do not constitute a single factor. The significance of these findings is discussed.     

Correlations between WISC-R subtests and verbal,performance, and full scale IQ scores for minority group children

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.     

Subtest scatter and Kaufman regroupings on the WISC-R in non-learning-disabled and learning-disabled children

The present study was undertaken to examine scatter analysis and Kaufman regroupings of WISC-R scores. Thirty-one non-learning-disabled children (NLD) and 29 learning-disabled children (LD) determined by individual IQ and achievement scores served as subjects. Scatter indices were computed within the Verbal and Performance subtests as well as between the Verbal and Performance IQ scales. Also, the regrouping categories proposed by Kaufman (1979) were examined. A significant difference in Verbal and Performance IQs was found between the LD and NLD group. Significantly more students in the LD group exhibited the Kaufman regrouping pattern than in the NLD group (p < .01). These results suggest that Kaufman regroupings and Verbal-Performance scatter analysis may be used to assist in diagnosing LD children.     

Concurrent validity of the revised Peabody Picture Vocabulary Test

In this investigation, the relationships between the Revised Peabody Picture Vocabulary Test, the Peabody Individual Achievement Test, and McCarthy Scales of Children's Abilities were explored. The sample included 26 children randomly selected from three classes in an elementary school. The Revised Peabody Picture Vocabulary Test correlated positively and significantly with the Peabody Individual Achievement Test's total score (.53) and most of its subtests. The Revised Peabody Picture Vocabulary Test also correlated significantly with the Verbal, Quantitative, Memory, and General Cognitive Indexes of the McCarthy Scales (Median r = .76). The mean Peabody Picture Vocabulary Test score was 104.6 and nearly identical to the McCarthy General Cognitive Index (104.4) but significantly smaller than the Peabody Individual Achievement total test score (114.5).     

The performance of preschoolers with speech/language disorders on the McCarthy Scales of Children's Abilities

The McCarthy Scales of Children's Abilities (MSCA) was used to evaluate the performance of preschool children with speech/language disorders. Preschoolers were screened first for normal intelligence using the Performance scale of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). Preschoolers with speechllanguage disorders had significantly lower scores on all scales of the MSCA (Verbal, Perceptual/Performance, Quantitative, and Memory), except the Motor scale. They also had an average 20-point lower GCI than the control children. An analysis of the scores of the speechllanguage group on subtests revealed difficulty in short- term auditory memory skills but not in short-term visual memory skills. Deficits in categorical thinking skills and verbal expression skills were also evident. Characteriza- tion of learning disabilities in preschoolers with speechllanguage disorders is discussed.     

Differences between WISC‐R and WISC‐III performance scale among children with ADHD

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.     

Effects of alternative testing procedures on two subtests of the Woodcock-Johnson Psycho-Educational Battery

The purpose of this study was determine whether or not the method of presentation chosen by the examiner (live voice vs. taped) affects a child's score on both the Blending and Memory for Sentences subtests of the Woodcock-Johnson Psycho-Educational Battery. Subjects were 60 young children (mean age=8-3) and 60 older children (mean age=13-4) from a rural county school population. There were 30 black and 30 white children within each age group, and 15 children from each age and racial group were randomly assigned to one of two experimental conditions (live voice vs. taped presentation of subtests). For both subtests, there were significant main effects for presentation condition, racial group, and age level. There were no significant interactions. The overall pattern of results indicated that live voice presentation benefitted black and white children of both age levels in their scores on both subtests.     

Significant differences between individual subtest scaled scores and average scaled scores on the Wechsler Preschool and Primary Scale of Intelligence-Revised

This paper presents age-referenced tables that are used for determining significant differences between individual subtest scaled scores and average subtest scores on the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R). The tables provide differences required at the .05 and .01 levels of significance between any Verbal scale subtest and the average of Verbal scale subtests, any Performance scale subtest and the average of Performance scale subtests, and any subtest with the average of all subtests administered. The information presented is useful for WPPSI-R profile analysis.     

Differences between Toxoplasma Gondii Infected and Non‐Infected Blind and Partially Sighted Children and Adolescents on WISG and WAIS Verbal Subtests

Abstract:Langset, M., Midtvedt, T. & Omland, T. 1981. Differences between Toxoplasma Gondii Infected and Non‐Infected Blind and Partially Sighted Children and Adolescents on WISC and WAIS Verbal Subtests. Scandinavian Journal of Educational Research 25,141‐157. Toxoplasmosis is one of the most prevalent infections of man and animal throughout the world. The Dye Test, (DT), which is assumed specific for an infection of Toxoplasma gondii, was performed on 137 blind and partially sighted children and adolescents in Norway. The rate of DT‐pos., 53 %, correlated with a control group on the level of P ≤0.001, (x²‐test). The infected group was compared with the non‐infected on WISG and WAIS verbal subtests. The results gave the DT‐pos. group lower performances on all verbal subtests. Retesting after five years gave for the DT‐pos. group compared with the DT‐neg. IQ, differences on the level of significance P ≤,0.004. The differences were mainly due to low performances on all subtests, particularly on Comprehension, Similarities, and Digit Span. The impairment was comparable to subjects with brain damage. Subjects with congenital sight deficiency and positive DT showed progressive intellectual impairments.     

Comparisons of the peabody picture vocabulary test and the McCarthy Sclaes of Children's Abilities with a sample of autistic children

The Peabody Picture Vocabulary Test and the McCarthy Scales of Children's Abilities were administered to eight autistic children. A correlated t-test and Pearson product correlations were calculated between the scores of the two tests in a within-subjects desgin. The Peabody correlated significantly with the McCarthy General Cognitive Index, Verbal Scale, perceptual Scale, and Memory Scale. A significant difference between the means of the two tests was found, with the Peabody yielding lower scores. The importance of multiskilled testing for the cognitive assessment of autistic children was discussed.     

WISC-III correlations with the WIAT

Correlations between WISC-III IQs and Index scores with the eight achievement subscales of the WIAT were investigated for a sample of 202 students with specific learning disabilities, 115 students with mental retardation, and 159 students who failed to qualify for special education services (total N = 476). Corrected correlations between the WISC-III Full Scale IQ and WIAT subtests indicated differences with the correlations reported in the WIAT manual. Interestingly, our relationships were generally higher than those previously reported. Only on one subtest, Basic Reading, were significantly lower correlations than those reported in the WIAT manual present. Correlations between the Verbal Comprehension and Perceptual Organization Index scores and WIAT subtests were almost all lower than those calculated between the Verbal and Performance IQs and WIAT subtests. Implications are discussed, especially those involving the use of correlations between ability and achievement measures in regression formulas.     

The WISC-R as a predictor of achievement

This study investigated the validity of the WISC-R IQs as predictors of achievement as measured by the PIAT. Both tests were administered to 188 children referred to the author because of learning problems. Regression analyses were run with each of the PIAT subtests and the total score as criteria and the WISC-R IQs as predictors. Each of the IQs was a significant predictor of each of the PIAT subtests, but the Verbal IQ predicted best. Regression equations were provided and several indications of the importance of the results were presented.     

Comparison of the peabody picture vocabulary test-revised and the McCarthy screening test

The relationship between the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the McCarthy Screening Test (MST) was investigated with a sample of 39 Caucasian children from a semirural, Northeastern Ohio school district. The sample consisted of 23 males and 16 females, whose mean age was 62.3 months. Pearson product moment correlations were obtained between the measures, and correlated t-tests were completed. All of the subtests of the MST, excluding Numerical Memory and Leg Coordination, correlated positively and significantly with the PPVT-R. Discussion regarding the relationship found between the MST and the PPVT-R and that previously found between the McCarthy Scales of Children's Abilities (MSCA) and the PPVT-R is presented.     

Comparison of the PPVT-R and WISC-R with urban educable mentally retarded students

Comparisons of the revised PPVT (PPVT-R) and the WISC-R were made with 67 EMR students. Significant differences were found between the PPVT-R mean standard scores and Verbal, Performance, and Full Scale IQs. The PPVT-R did not correlate significantly with the WISC-R scales or subtests, suggesting the tests are measuring different abilities.     

Teacher Qualifications and School District Quality

Abstract

The WISC subtest patterns of 87 fourth-grade males were analyzed to determine the relationship between the patterns and reading achievement and social-class. All social-class effects and interactions involving social-class were nonsignificant, Scores on three Verbal Scale subtests (Arithmetic, Similarities, and Digit Span) and one Performance Scale subtest (Picture Completion) were found to be significantly related to reading achievement.     

Multiple regression data using the WISC-R and the Woodcock-Johnson tests of cognitive ability

Using a sample of 100 behavior disordered male adolescents, correlations between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Abilities (WJTCA) were computed. All WISC-R subtests correlated with the W-J Broad Cognitive Ability score at the .0001 level. Analysis of the forward selection multiple regression procedure resulted in the inclusion of only WISC-R Verbal subtests for the first six steps. Implications of such results were discussed and a predictive equation reported.     

EXAMINER ERRORS ON THE REYNOLDS INTELLECTUAL ASSESSMENT SCALES COMMITTED BY GRADUATE STUDENT EXAMINERS

Protocols from 108 administrations of the Reynolds Intellectual Assessment Scales were evaluated to determine the frequency of examiner errors and their impact on the accuracy of three test composite scores, the Composite Ability Index (CIX), Verbal Ability Index (VIX), and Nonverbal Ability Index (NIX). Students committed at least one administration, scoring, or recording error on 98% of protocols and averaged 7.53 errors per protocol. Administration errors were most common on VIX subtests (Guess What and Verbal Reasoning), whereas recording errors occurred most frequently on NIX subtests (Odd Item Out and What's Missing). Error correction and rescoring resulted in changes to all three index scores, although VIX and CIX changed most frequently.     

Cognitive functioning as measured by the WISC-R: do children with learning disabilities have distinctive patterns of performance?

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.     

The prediction of first-grade reading achievement from WPPSI scores of preschool children

The purpose of this study was to measure the relationship between the WPPSI IQs and subtest scaled scores in preschool children and their reading achievement in grade one. Twenty-eight suburban middle class children were given the WPPSI at ages three to five and retested with the Gray Oral Reading Test near the end of first grade. Significant correlations between WPPSI IQs and reading were found. These correlations were similar in magnitude to those obtained between WPPSI IQs of kindergarten children and grade one reading. Further study of the predictive power of the Geometric Designs and Arithmetic subtests was suggested on the basis of correlations obtained between these subtests and later reading scores.     

Factor structure and specific variance of the WPPSI subtests at six age levels

The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) was factor analyzed at each of six age levels between 4 and 6½ years through the method of principal factors. A two-factor solution, corresponding essentially to Wechsler's a priori grouping of the subtests into a Verbal and nonverbal or Performance scale, best described the 11 WPPSI subtests at each age level. Examination of the common, specific, and error variance components of the subtests across age levels indicated adequate test specificity to allow for individual interpretation of all subtests except Information and Comprehension when the null hypothesis model of ipsative interpretation of individual tests is employed.