Do high scores on the Adolescent‐School Problems and Immaturity Scales of the MMPI‐A have implications for cognitive performance as measured by the WISC‐III?

High scores on the Adolescent‐School Problems (A‐Sch) content scale and the Immaturity (IMM) supplementary scale of the MMPI‐A have been associated with poor school performance and possible learning disabilities (Archer, 1997). The aim of the present study was to determine whether these scales were associated with cognitive performance as measured by the WISC‐III. Subjects completed the Wechsler Intelligence Scale for Children, Third Edition (WISC‐III) and the MMPI‐A. Their scores for the WISC‐III sub‐tests and SCAD were calculated. The A‐Sch content and the IMM supplementary scales were extracted from the MMPI‐A. The results indicated that A‐Sch was associated with lower WISC‐III scores in males and predicted poorer performance in Full Scale IQ (FIQ), Verbal IQ (VIQ), Information, and Arithmetic. For females however, there was little evidence to suggest a relationship between A‐Sch and cognitive performance. The association between IMM and the WISC‐III sub‐tests was found to be a result of its correlation with A‐Sch. The implications of these findings, in particular, those involving gender differences, were discussed. © 1999 John Wiley & Sons, Inc.     

Testing: Exploring the WISC‐III as a measure of giftedness∗

This study investigated patterns of WISC‐III IQ subtest scores for gifted children. Subtest scatter of WISC‐III scores occurred with greater frequency in a gifted sample than for subjects reported in the test manual's normative sample. Variability from the subtest mean of the gifted was most evident on Similarities, Comprehension, Coding, and Symbol Search. The extent of subtest scatter and its pattern on the WISC‐III was similar to typical patterns of highs and lows found for gifted children on the WISC‐R with one notable exception. There was a marked lack of strength in Block Design, previously seen as a peak subtest for gifted students when assessed with the WISC‐R.     

Scatter on the WISC as an indicator of intellectual potential

The study was undertaken to investigate the relationship between subtest scatter on the WISC and higher intellectual potential. All subjects at one time obtained Full Scale IQ scores within the retarded range. Group I consisted of those children who upon reexamination with the WISC obtained Full Scale IQ scores of 75 or below, while Group 2 consisted of those children whose Full Scale IQ scores were now found to be nonretarded upon reexamination. The results indicated that the scatter on the initial examinations failed to predict the future group membership. Irrespective of group membership, scatter was found not to be related to change in Full Scale IQ scores. It was concluded that subtest scatter is a poor indicator of the presence of higher intellectual potential. It was also suggested that these findings are relevant to the WISC-R.     

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.     

Estimating Wisc‐III scores for special education students using the Dumont‐Faro short form

The Dumont‐Faro short form was used to estimate Wechsler Intelligence Scales for Children‐III (WISC‐III) Full Scale IQ scores for 45 special education students in a rural setting. Using the validation criteria proposed by Resnick and Entin (1971), results demonstrated that IQ scores generated by the Dumont‐Faro short form were positively correlated (r= .96) with the WISC‐III Full Scale scores. A significant mean difference in scores and an IQ misclassification rate of 44%, however, challenge the utility of the Dumont‐Faro short form for estimating WISC‐III Full Scale IQ. © 2001 John Wiley & Sons, Inc.     

A comparison of the WISC information and arithmetic subtests with a multiple choice procedure using kindergarten,first-, and second-grade children

Fifty-nine children in kindergarten, first, and second grade were given the WISC information and arithmetic subtest. Approximately three weeks later, the subjects were presented with the same questions, and four multiple choice answers were shown and read to them. The number of correct responses on each subtest for each presentation method was recorded. The multiple choice method of presentation response yielded significantly higher scaled scores than did the standard WISC presentation with the free response mode of testing.     

Assessing giftedness with the WISC‐III and the SB‐IV

The Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Stanford‐Binet Intelligence Scale–Fourth Edition (SB‐IV), were administered to 20 gifted children and 20 non‐gifted children to examine the extent of the difference in IQ scores obtained on the two tests and whether order effects were present. Results show that the SB‐IV Composite Score was significantly higher than the WISC‐III Full Scale IQ for both groups. However, for the gifted group, unlike the non‐gifted group, this difference achieved significance only when the SB‐IV was administered first. When either IQ test was administered to the gifted students for the first time, without the confound of a learning influence, there was no significant difference in mean scores. However, when both tests were administered, it was found that the SB‐IV influenced the WISC‐III Full Scale IQ in a downward direction whereas the WISC‐III influenced the SB‐IV Composite Score in an upward direction. © 2002 Wiley Periodicals, Inc.     

Diagnostic utility of the number of Wisc‐III subtests deviating from mean performance among students with learning disabilities

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.     

Concurrent validity of the Slosson full‐range intelligence test: Comparison with the Wechsler intelligence scale for children–third edition and the Woodcock Johnson tests of achievement–revised

This study examined the concurrent validity of the Slosson Full‐Range Intelligence Test (S‐FRIT) by comparing S‐FRIT scores to the scores of the Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Woodcock‐Johnson Tests of Achievement–Revised (WJ‐R). Data from 123 elementary students' screening and psychological testing results were examined. Results revealed that the S‐FRIT scores were more related to overall intelligence, verbal, and math abilities than nonverbal intelligence, reading, or written language abilities. Further, it was found that 89% of the participants' S‐FRIT Full‐Range IQ scores fell within one standard deviation of their WISC‐III FSIQ scores, with an average discrepancy of 7.6 points. Discrepancies between S‐FRIT and WISC‐III scores were also examined by educational diagnostic categories and ability levels. Limitations and suggestions for future research are provided. © 2002 John Wiley & Sons, Inc.     

Styles of parenting among parents of young gifted children

Elementary students in programs for gifted and highly gifted students were tested using the Stanford‐Binet Intelligence Scales, Fifth Edition (SB5). Students’ scores on the SB5 were significantly lower than their scores on the Wechsler Intelligence Scale for Children— Third Edition (WISC‐III). In addition, rank order was not well preserved between the SB5, WISC‐III scores, and determination of giftedness. While the cause of these findings is unclear, caution should be used when utilizing the SB5 for determinations of gifted status.     

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.     

Assessing the Emotional Intelligence of Gifted and Talented Adolescent Students in the Kingdom of Bahrain

This study assessed the differences in the emotional intelligence of gifted adolescent students and talented adolescent students in Bahrain. The sample consisted of 80 gifted adolescent students and 80 talented adolescent students in Grades 9 through 12. A multivariate analysis of variance (MANOVA) indicates that there were significant differences in emotional intelligence levels, as measured by the Bar-On Emotional Quotient Inventory, between gifted students and talented students in Bahrain in the direction of gifted students. There were differences between the gifted and the talented students in intrapersonal, adaptability, general mood subtest, and total emotional intelligence scores. Finally, gifted males had higher total emotional intelligence scores than gifted females; talented females had higher interpersonal scores than talented males.     

Factor structure of the WISC‐V in four standardization age groups: Exploratory and hierarchical factor analyses with the 16 primary and secondary subtests

This study examined the factor structure of the Wechsler Intelligence Scale for Children‐Fifth Edition (WISC‐V) with four standardization sample age groups (6–8, 9–11, 12–14, 15–16 years) using exploratory factor analysis (EFA), multiple factor extraction criteria, and hierarchical EFA not included in the WISC‐V Technical and Interpretation Manual. Factor extraction criteria suggested that one to four factors might be sufficient despite the publisher‐promoted, five‐factor solution. Forced extraction of five factors resulted in only one WISC‐V subtest obtaining a salient pattern coefficient on the fifth factor in all four groups, rendering it inadequate. Evidence did not support the publisher's desire to split Perceptual Reasoning into separate Visual Spatial and Fluid Reasoning dimensions. Results indicated that most WISC‐V subtests were properly associated with the four theoretically oriented first‐order factors resembling the WISC‐IV, the g factor accounted for large portions of total and common variance, and the four first‐order group factors accounted for small portions of total and common variance. Results were consistent with EFA of the WISC‐V total standardization sample.     

A comparison of the WISC and WISC-R

So as to compare the results of the WISC and WISC-R, both instruments were administered to 58 children randomly selected from a school population of 583. All administration and scoring was performed by the same psychologist, with a two-month interval separating the administrations for each child. All IQs were significantly higher (p <.01) on the WISC, with the Performance difference being greater than the verbal difference. Also, 8 of the 10 required subtest scaled scores were significantly greater (p <.05) on the older instrument. Regression equations were obtained to predict WISC-R IQs from WISC scores.     

The Effect of Selected Junior Novels and Selected Adult Novels on Student Attitudes toward the “Ideal” Novel

Abstract

Concurrent validity of the French Pictorial Test of Intelligence (PTI) was Investigated using kindergarten ant second-grade students. At kindergarten and second-grade levels, respectively, correlations with criteria employed were: WISC Full Scale .75, .71; WISC Verbal .64, .66; WISC Performance .66, .69; Lorge Thorndike .51. .42; teachers’ estimation of IQ .85, .46. Generally, the ability of the PT to predict students’ class grades at both grade levels ant reading skills, at the second-grade level, as measured by Stroud Hieronymus Test, was poor.

Intereorrelations between PTI sub-tests were found to be unite high, particularly at second grade, suggesting that discrete functions are not measured. Correlations between PTI and WISC subtest scores suggest that subtests of each test do not measure the same functions even where subtest names are similar.     

Processing speed in children with clinical disorders

The Processing Speed Index (PSI) was first introduced on the Wechsler Intelligence Scale, Third Edition (WISC‐III; D. Wechsler, 1991), and little is known about its clinical significance. In a referred sample (N = 980), children with neurological disorders (ADHD, autism, bipolar disorder, and LD) had mean PSI and Freedom from Distractibility Index (FDI) scores that were below the group mean IQ and lower than Verbal Comprehension (VCI) and Perceptual Organization (POI). For these groups, Coding was lower than Symbol Search. The majority of these children had learning, attention, writing, and processing speed weaknesses. This pattern was not found in the other clinical groups. For children with depression, only PSI was low. Children with anxiety disorders, oppositional‐defiant disorder, and mental retardation had no PSI weakness. PSI and POI were both low in children with traumatic brain injury and spina bifida. Implications for a revision of the WISC‐III (WISC‐IV; D. Wechsler, 2003) are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 333–343, 2005.     

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.     

Diagnostic Utility of the Bannatyne WISC‐III Pattern

Regrouping Wechsler Intelligence Scale for Children‐Third Edition (WISC‐III) subtests into Bannatyne's spatial, conceptual, and sequential patterns has been thought by many to identify children with learning disabilities (LD). This study investigated the prevalence and diagnostic utility of WISC‐III Bannatyne patterns by comparing 1,302 children with LD to 2,158 children in the WISC‐III normative sample. Further analysis was conducted on a subsample of students with specific reading disabilities. Results indicated that the presence of the Bannatyne WISC‐III pattern would not lead to decisions that are useful in differentiating children with LD from children without LD. For example, receiver operating characteristic (ROC) analysis, measured by the area under the curve (AUC), indicated that the Bannatyne WISC‐III pattern exhibited low diagnostic utility (AUC = 0.54–0.55). Due to its inaccuracy, use of the Bannatyne WISC‐III pattern is not recommended.     

WISC-R: The first five years

Since its introduction five years ago (1974), 113 articles or papers have appeared regarding the WISC-R, including empirical investigations of its nature, as well as its comparability with a variety of other measures of intelligence and achievement, including the WISC. While not all this research has been carefully done, two general conclusions can be derived from the review. First, although the WISC-R involves modification in administration, design, and presentation of items, as well as a complete restandardization, the literature substantially suggests that it remains very similar in nature to its predecessor, the WISC. Investigations of factor analytic structures, standard errors, reliability coefficients, and subtest intercorrelations support the conclusion that individuals perform on the WISC-R largely the same as they do on the WISC. The second conclusion points out (with few exceptions): consistently lower scores were obtained on the WISC-R than on several other measures, including the WISC, the WAIS, the Slosson Intelligence Test, the Peabody Picture Vocabulary Test, and the Stanford Binet, which was revised shortly before the WISC. These lower scores on the WISC-R may be due to a variety of influences, including examiner variance, an artifact of design leading to inflated scores on the WISC, and finally and most obviously, the restandardization of the scale. The amount of literature that has appeared over the five-year period suggests that practitioners and researchers are as interested in learning about the WISC-R as they were about the WISC. Despite this fact and the conclusion that the WISC and WISC-R are substantially similar, the present authors encourage caution in the overgeneralization of findings until additional literature develops.     

Verbal skills in children with ADHD

The present study examined whether ADHD children exhibit low verbal IQ (VIQ) and distinguishable test profile on the Verbal comprehension (VC) and Freedom from distractibility (FFD) factors, and whether gender influences their verbal abilities. At the Laboratory of Neuropsychology of the Department of Special Education, University of Thessaly, WISC‐III verbal scales were administered to 69 ADHD children (50 boys and 19 girls) and controls who were matched for age and sex. Mean scores for all WISC‐III verbal scales, VIQ, VC and FFD of ADHD children were significantly lower than controls. FFD was found lower than VC and it correlated statistically significantly with VC in ADHD children. No gender differences were found among ADHD children.