Use of the WISC-R and K-ABC with learning disabled,borderline mentally retarded,and normal children

The aim of this investigation was to examine normal (N = 34), learning disabled (N = 34), and borderline mentally retarded (N = 33) children's performance on the WISC-R and K-ABC. Results revealed no significant differences between the WISC-R Full Scale IQ and K-ABC Mental Processing Composite by group (F = 0.7, p > .15). The Full Scale IQ and Mental Processing Composite standard score correlated .85 for the entire sample, and all other subscale correlations ranged from .65 to .90 (all significant at p < .001). Analysis of Verbal-Performance, Mental Processing-Achievement, and Simultaneous-Sequential discrepancy means by group revealed no significant differences in comparison to normative values. Subtest patterns analysis revealed high rank order correlations between the learning disabled and mentally retarded groups, but lower correlations between the exceptional and normal groups. Implications of these findings are discussed.     

Deficits in bannatyne's sequencing ability on the WISC and WISC-R for mildly retarded and borderline functioning children over time

The WISC and WISC-R protocols of 94 special education students (51 white males, 5 black males, 30 white females, and 8 black females) who tested in the mildly retarded and borderline range of abilities (IQs of 50–78) were examined. Their test performance was then followed longitudinally for two additional WISC and WISC-R assessments. Mean age of subjects was 8 years at Test 1, 10.75 years at Test 2, and 14.9 years at Test 3. As predicted, subjects had lower IQ equivalent scores on Bannatyne's Sequencing Ability category than their IQ equivalent scores on the Verbal Comprehension or Perceptual Organization factors of the WISC and WISC-R for all three testings. Results were interpreted as supporting the notion that mildly retarded children and learning disabled children have qualitatively similar learning patterns.     

Neglected and abused children of mentally retarded parents

Sixty-four neglected and abused children with a mentally retarded parent seen from one to seven years earlier, were followed to determine placement outcomes. At the time of follow-up, 11 of 64 children remained with their low functioning parents. Six children had been relinquished voluntarily for adoption and courts had terminated parental rights for 34, resulting in a total of 40 who had been adopted. Nine children were in foster care at the time of the study; two had been awarded to their nonretarded parent following divorce; and two had died. All families had received public financial assistance and medical care and used an average of 10 other services per family. Because of their cognitive limitations, most of these retarded parents were unable to benefit sufficiently from community services to enable them to care for their children. These findings point up the need for a mechanism whereby the retarded adult's right to parent and the child's right to nurturance and protection may both be preserved. Until this dilemma can be resolved, decisions to terminate parental rights in such cases should be made more quickly.     

A comparison between the WISC and WISC-R among educable mentally retarded students

The study compared differences and similarities between WISC and WISC-R scores for 48 ten- and thirteen-year-old EMR students, who were matched according to sex and race. The WISC-R yielded significantly lower VS, PS, and FS IQ scores than the WISC for this predominantly rural Georgia population. The FS IQ scores from the WISC-R averaged 7.5 points lower than the WISC FS IQs, with similar differences noted for VS and PS scores. There was no significant difference in FS IQs between the two age groups. Results suggest that many children classified as “Borderline” or slightly above by the WISC will be classified as “Mentally Deficient” by the WISC-R.     

A survey of school psychologists' practices for identifying mentally retarded students

Surveys containing questions about identifying mentally retarded students were mailed to 500 randomly selected school psychologists, of whom 160 (32%) returned completed, usable forms. The Wechsler scales were the most frequently used tests for deriving IQ scores, which together with adaptive behavior scale scores were rated as most influential in identification-placement decisions. The Vineland Adaptive Behavior Scales were rated as the most used instruments for assessing adaptive delays. School psychologists were in less accord on issues such as the use of alternative norms for minority and lower SES students (35% confirmed their use), the application of an adaptive behavior standard score of 70 (47.7% indicated such use), and whether an established IQ score, such as 70, could be treated flexibly (27.2% stated they sometimes identified students with scores above the cut-off value). Suggestions are made for future research and current practice.     

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.     

Using humour in counselling mentally retarded clients: A preliminary study

The effects of using two types of humour in counselling sessions with mentally retarded clients were examined. Eleven male and eleven female mildly handicapped participants rated the helpfulness of a male counsellor following in vivo counselling sessions where no humour (NH), facilitative humour (FH), and non-facilitative humour (NFH) were used. Results indicated that overall participants' ratings were significantly higher under the FH condition than when either NH or NFH were used. No overall effects were found for gender type, but analysis of intra-individual rating patterns indicated that ratings varied considerably among both male and female participants.     

Sexuality,marriage and parenthood of mentally retarded people

Issues relating to sexuality, marriage, and parenthood of mentally retarded people are discussed in the context of normalization. Negative attitudes towards the manifestation of sexuality by mentally retarded people are considered, along with studies which demonstrate that many such individuals are capable of meaning ful sexual behavior, and meaningful interpersonal relationships that may culminate in marriage and child rearing. It is urged that counselors have an important role in assisting mentally retarded individuals attain their rights to sexual activity, marriage, and parenthood. Attention is drawn to teaching techniques for use in sex education programs for mentally retarded people, and examples are presented of programs which deal with psycho-sexual development, marriage, parenthood, and sexual problems and dysfunctions.