Concurrent validity of the Woodcock-Johnson tests of cognitive ability with the WISC-R: EMR children

The Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) were administered in a counterbalanced order to 30 children referred for a three-year reevaluation. All children were currently placed in an educable mentally retarded (EMR) program. The children ranged in age from 8-0 to 12-5 years, with a mean of 10-6. The correlation coefficient between the WISC-R and WJTCA was observed to be .72. Significant mean differences were found between the WISC-R and WJTCA full scale standard scores. The implications of the findings are discussed relative to the placement of children in classes for the mentally retarded. Explanations for the mean differences between the WJTCA and WISC-R also are explored.     

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 the PPVT-R and WISC-R with rural children referred for assessment

The present study investigated the relationship between the Revised Peabody Picture Vocabulary Test (PPVT-R) and the WISC-R for a naturally occurring sample of rural children referred for assessment (N = 53). The results indicated that the PPVT-R was highly correlated with WISC-R scale and subtest scores. Examination of a sub-sample of developmentally handicapped students revealed substantial reduction in correlational relationships as a function of reduced sample size and restricted range of general ability. While the PPVT-R was found to underestimate all three WISC-R scale scores, the discrepancy between the PPVT-R standard scores and the WISC-R Performance Scale score was the only statistically significant underestimation. Results are discussed in terms of prior research findings and implications for interpretation.     

A comparison of the Slosson intelligence test and the WISC-R with elementary school children

The WISC-R and the Slosson Intelligence Test (SIT) were given to 69 randomly selected children in grades one through six in an urban school system. A regression equation for predicting WISC-R full scale IQ from SIT was developed. Previous studies had reported that SIT IQs tended to be consistently higher than WISC-R IQs. The present study revealed that SIT IQs were considerably higher than WISC-R IQs in the upper range and slightly lower in the lower range. A possible reason for the discrepancy is that the present study used a normal population and previous studies used restricted ranges. It was concluded that the SIT provides a good estimate of WISC-R full scale IQs when a regression equation is used. It was recommended, however, that educational placement decisions should not be made on the basis of any single IQ measure.     

A short form of the WISC-R for gifted students

Much effort has been devoted to the derivation of short forms of intelligence tests. The present study was undertaken to develop a short form of the WISC-R for the intellectually gifted. The results confirmed previous findings that the Vocabulary and Block Design dyad comprise the best two-subtest short form. The present study indicated that the Similarities, Vocabulary, Block Design, and Object Assembly tetrad could be the most useful in time and reliability.     

Interpretation of the PPVT-R: A pure measure of verbal comprehension?

The present study examined WISC-R scale, factor, and subtest scores in relationship to PPVT-R standard scores in order to test hypotheses regarding abilities measured by the PPVT-R. For a naturally occurring sample of rural children referred for assessment (N = 51), the results of direct and stepwise regression analyses indicated that, while verbal comprehension abilities may contribute most to successful performance on the PPVT-R, perceptual organization abilities also play a significant though less substantial role in the child's performance on the PPVT-R. While Vocabulary scaled scores accounted for 63% of the variance, addition of Object Assembly and Picture Arrangement scaled scores accounted for an additional 11% of the observed variance in PPVT-R performance. Students for whom the PPVT-R overestimated WISC-R Full Scale performance differed significantly from students for whom the PPVT-R underestimated their WISC-R performance only on the WISC-R Arithmetic subtest. Implications for interpretation of the PPVT-R are discussed.     

An abbreviated form of the WISC-R for use with emotionally disturbed children

Two sets of transformations were made in scoring WISC-R Information, Block Design, Comprehension, Picture Arrangement, and Coding subscales in order to estimate the FSIQ of 100 ED children beginning day psychiatric treatment. One set was derived by Kennedy and Elder (1982) (FSIQ-KE) from a sample of 400 children referred for psychological evaluation by a large, urban southern public school district. The other set was developed from the same five subscale scores of the present ED sample (FSIQ-ED). FSIQ-KE scores and FSIQ-ED scores were then compared to FSIQ scores computed according to the standard procedure including all 10 subscales, using paired t-tests and Pearson product-moment correlation coefficients. No significant differences were found between the mean FSIQ scores on the short and long forms of the WISC-R. Correlation coefficients were highly significant, ranging from .958 to .997. Furthermore, only one child shifted IQ classifications when using the short forms. Thus, both FSIQ-KE and FSIQ-ED formulations provided cost-effective, time-saving estimates of the general intellectual performance of ED children beginning day psychiatric treatment.     

The relationship between the Wechsler Intelligence Scale for Children-Revised and the Wechsler Intelligence Scale for Children-III scales and subtests with gifted children

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.     

Matched pair comparison of WISC and WISC-R scores

Both the WISC and the WISC-R were administered to 54 children, with one half taking the WISC first and the other 27 taking the WISC-R first. Differences between mean subtest scaled scores and mean IQs were found to be influenced by the sequence of the tests, although all mean scores were higher on the second test when the WISC-R was given first. Data were presented suggesting the WISC-R given first tends to raise WISC scores, and WISC given first yields scores on the WISC-R which are essentially similar, effectively counsteracting the more “difficult” scoring for the WISC-R.     

Screening for giftedness with the Slosson and the scale for rating behavioral characteristics of superior students

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.     

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.     

The concurrent validity of the Cognitive Levels Test with the Wechsler Intelligence Scale for Children-Revised for a sample of referred children and youth

The present investigation compared the Cognitive Levels Test (CLT) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) scores for 55 children who were referred for remedial educational services. A comparison of the correlations for each of the criterion measures from the WISC-R showed a consistent significant positive relationship with the CLT. A repeated measures analysis of variance that compared standard scores for the CLT with those of the WISC-R indicated that significant differences existed between WISC-R IQs and the CLT Cognitive Index. Implications concerning the validity of the Cognitive Levels Test are discussed.     

Use of the Kaufman-Assessment Battery for Children with the hearing impaired

The Kaufman-Assessment Battery for Children (K-ABC), a measure of cognitive functioning, was administered to 26 male and 24 female hearing-impaired elementary school students to determine its appropriateness for hearing-impaired children. The Wechsler Intelligence Scale for Children-Revised (WISC-R) also was administered. Scores for the present hearing-impaired sample on the K-ABC were compared with the normative group and were correlated with the WISC-R and standard achievement test scores. Results showed that both the Simultaneous Processing Scale and the Nonverbal Scale seemed appropriate for hearing-impaired children, whose scores were similar to those of the test's normative sample. Scores on the K-ABC also correlated highly with scores from the WISC-R. The Sequential Processing Scale was more problematic and not as useful. The K-ABC was significantly related to school achievement. Difficulties in the administration of the instrument with hearing-impaired children also are discussed.     

Comparison of the PPVT-R and WISC-R: A validation study with second-grade students

The present investigation compared the PPVT-R/WISC-R scores of a “normal” or “nonexceptional population,” as well as whether prior administration of either of these instruments affected scores on the other. Forty public school second-grade students served as subjects and were randomly assigned to one of four groups, with the order of test administrations determined by group assignment: WISC-R/PPVT-R (Form L): WISC-R/PPVT-R (Form M); PPVT-R (Form L)/WISC-R; PPVT-R (Form M)/WISC-R. The results indecate that, as with exceptional populations, normal school children tend to score lower on the PPVT-R than on the WISC-R. Scores from these two tests are moderately correlated, and prior adminstration of one of the instruments does not appear to alter scores on the other. Implications for practice are discussed.     

Comparison of the WISC-R and PPVT for a group of mentally retarded students

This study compared the WISC-R and PPVT scores for a group of 65 students classified as mentally retarded, ranging in age from 7.5 to 14.5. Pearson product moments (r) and correlated t values were employed in the analysis of data. The evidence from the present study indicated that for this sample of mildly retarded children and youth, the PPVT IQ score is significantly higher than the Full Scale IQ from the WISC-R. The current findings indicate that the same general pattern exists for the WISC-R and PPVT as for the WISC and PPVT scores.     

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 longitudinal comparison of the WISC and WISC-R with special education pupils

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.     

A short-form version of the WISC-R for the learning disabled

This study investigated the best short form version of the WISC-R for learning disabled (LD) students. The WISC-R was administered to 234 LD and 290 children who were referred for psychological evaluation but were found not eligible (NE) for special education services from 45 school districts in Michigan. Stepwise multiple regressions were calculated to ascertain the best tetrads of Full Scale IQ (FS IQ) for the two groups. For the NE sample, Vocabulary, Picture Arrangement, Picture Completion, and Information were the best four indicators of FS IQ, accounting for about 80% of the variance in Full Scale scores. For the LD sample, the best four predictors of FS IQ were Similarities, Block Design, Picture Completion, and Vocabulary, accounting for about 80% of criterion variance. Using the WISC-R standardization data, Sattler identified the Information, Vocabulary, Comprehension, and Block Design subtests as one of the best short form versions for predicting FS IQ. For the LD sample of the present study, Sattler's composite yielded a multiple R of .873 with FS IQ, whereas our best four predictors yielded a multiple R of .896. It appears that Sattler's tetrad is about as good a predictor of FS IQ for LD students as that found in the present data.     

The role of sex differences in the referral process as measured by the Peabody Picture Vocabulary Test-Revised and the Wechsler Intelligence Scale for Children-Revised

The Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) are two tests that are often used in the assessment process for special education referrals. Sex differences apparent in these tests were examined in a sample of Arkansas school children who were first-time referrals for a psychological evaluation. The subjects' PPVT-R standard scores, WISC-R IQ scores, and WISC-R subtest scores were divided into groups according to one-year intervals from ages 6 through 16. A separate 2 × 11 (subjects' sex x subjects' age) analysis of variance was performed for each dependent variable. Results indicated significant sex differences among WISC-R Full Scale, Verbal, and Performance IQs and PPVT-R standard scores (p < .01). Several WISC-R subtests also revealed significant sex differences. Further significant sex differences were indicated at several age groups on each dependent variable, with males consistently scoring higher than females on 87%. of the dependent measures excluding the WISC-R subtest Coding, on which females scored higher. Implications concerning the referral process are discussed.     

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.