A longitudinal study of the Stanford-Binet and WISC-R with special education students

A group of 95 black and 52 white low socioeconimic children assigned to special education calsses were initially given the Stanford-Binet (1972 norms) and three years later the WISC-R. Correlations between the Stanford-Binet and WISC-R Full Scale IQs were significant in both ethnic groups, with r=.60 for the total group. Correlations between the Stanford-Binet and WISC-R subtests also were generally signiificant (rs between .29 and .52 for the total group). Stanford-Binet and WISC-R Full Scale IQs did not differ significantly. For this sample of special education children, the Stanford-Binet was found to have satisfactory predictive validity.     

A longitudinal comparison of the WISC-R and WAIS-R

The degree of comparability between the WISC-R and WAIS-R over time was assessed for two samples of referred adolescents of borderline intelligence intially administered a WISC-R and retested on the WAIS-R after three years. Results indicated that the WAIS-R significantly overestimated the WISC-R IQs by 3 to 5 points. Differences were most marked at the lower ability levels; as IQs aproached average, scores were increasingly comparable.     

A longitudinal comparison of WISC-III and WISC-R scores of special education students

This study investigated the performance of 166 special education students who had been administered the WISC-R and approximately 3 years later the WISC-III. The sample ranged in age from 6.0 to 16.6 years. The scores were analyzed using Pearson product moment correlation coefficients and t tests of the differences between means for related samples. The results indicated that there was a significant, positive correlation among global scales (p < .001). This finding suggests that the WISC-R and the WISC-III IQ scores measure similar abilities. Analysis of mean IQ score differences revealed significant differences in the WISC-R and the WISC-III IQ scores, with the WISC-III global scores being lower. Implications for the evaluation of students for special education are discussed, with special emphasis on the role and function of the psychologist practicing in the schools. © 1996 John Wiley & Sons, Inc.     

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 comparison of three screening tests and the WISC-R in special education evaluations

Eighty public school children referred for psychological assessment for potential special education placement were given the Slosson Intelligence Test, Peabody Picture Vocabulary Test, Developmental Test of Visual-Motor Integration, and Wechsler Intelligence Scale for Children—Revised. Correlational and regression techniques were used to determine the effectiveness of the three former measures in predicting WISC-R IQ scores. SIT IQs were found to be the best predictors of WISC-R Verbal, Performance, and Full Scale IQs; however, these statistical relationships reveal little about the clinical utility of the screening measures. Problems with use of the current findings and those of other studies 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.     

A comparison of WISC-R score profiles of students placed in special education and those referred,but not placed

This study investigated the similarity in the pattern of strengths and weakness on the Wechsler Intelligence Scale for Children-Revised (WISC-R) subtest scores between those students evaluated and placed in special education programs and those students evaluated but not placed in special programs. Subjects were 585 students in grades 1–6 from three county school systems in eastern Kentucky who were referred for evaluation for possible special education placement. A multiple profile analysis using a MANOVA technique was used to test two hypotheses for each of the two profiles created for both study groups. Comparisons also were made between each group in the rank order of the various scores. The findings revealed that the two groups were similar in the pattern of their relative strengths and weaknesses on the WISC-R. Implications of these findings for teaching strategies for the two groups were discussed.     

Similarity of WISC-R and WAIS-R scores at age 16

Thirty learning disabled students of average intellectual ability between 16 and 17 years of age were given both the WISC-R and the WAIS-R to determine if the WAIS-R provided higher average IQ scores, as had been reported for educationally mentally retarded adolescents. The results indicated: (a) no significant differences between the two scales on either the Verbal, Performance, or Full Scale IQs, (b) significant correlations between the WISC-R and WAIS-R on the three IQ scores and 9 of the 11 subtests, and (c) the emergence of the ACID profile for learning disabled adolescents on both tests.     

Comparison of SIT and WISC-R IQs among special education candidates

The validity of the SIT was investiagated with 50 public school children in Grades 1 through 4; the WISC-R served as the congruent validating criterion. The SIT correlated significantly with the WISC-R and overestimated the WISC-R IQs. Statistical data for sexual and racial stratifications were also given.     

A comparison of WISC-R and WAIS-R IQS in a mentally retarded residential population

Although typically regarded as equivalent instruments, the WISC-R and the WAIS-R yield significantly different Verbal, Performance, and Full Scale IQs for an intellectually subaverage group, with the WAIS-R consistently providing higher scores. Implications of this “built-in” increment for issues of eligibility for educational placements and societal benefits are serious, and careful interpretation of IQs in the context of other relevant data is necessary.     

大学生特殊群体心理健康教育对策研究

国内学者从不同的视角对大学生特殊群体的概念进行了界定,本文在此基础上从多因素的视角概括大学生特殊群体的定义和类型,对不同群体的心理现状进行简单分析,通过对传统心理健康教育的审视,提出完善大学生特殊群体心理健康教育的对策,提升心理健康教育的软环境,并运用积极心理学创新心理健康教育的理论传播模式和实践锻炼途径。     

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.     

Comparison of the SIT with the WISC-R for gifted students

There has been a need to identify a quick screening and reevaluation instrument to determine eligibility status for specialized programs. The Slosson Intelligence Test (SIT) is one instrument that has been suggested for this purpose. In a ten-year review of validity studies with the SIT, Stewart and Jones (1976) found substantial correlations between the SIT and WISC. They recommended that future validity studies with the SIT focus on specific subgroups with restricted IQ ranges. The present study compared the SIT with the WISC-R for a group of intellectually gifted students. The results indicated reduced correlations between the measures. The calculated regression equation was dissimilar to the one reported by Stewart and Jones for nonrestricted IQ populations, although predictive ability was greater. The need for comparing the SIT with other measures for specific subgroups was supported.     

The quality of special education for students with special needs in ordinary classes

Teachers and the school psychological services were asked to assess the quality of educational programmes offered to students who were found eligible for special education in Norway and who attended ordinary classes. Adequacy and equity of the programmes and an assessment of social inclusion were used as indicators of quality and as dependent variables. Financial resources, centrality of residence of the students, presence of physical restrictions, availability of teaching materials, grade level, class size and students’ disabilities were used as independent variables. The results showed that resources made available by the municipalities had an impact on equity as well as adequacy. This was also found for the availability of teaching materials, which had a significant impact on the quality of the programmes. A significant relationship between the three dependent variables and grade level was found as quality decreased with grade level. Special problems with equity as well as adequacy of the programmes offered to students with moderate to severe problems in reading, writing and arithmetic, and for students with psychosocial problems, are reported. Although the students scored low on social inclusion as assessed by the teachers, the parents reported that most of them thrived well or very well at school.     

特教专业大学生对特殊儿童的内隐态度

研究通过单类内隐联想测验(SC-IA T)方法,考察了120名大学生(其中特殊教育专业大学生75人,非特殊教育专业大学生45人)对特殊儿童的内隐态度,以揭示特殊教育专业大学生对特殊儿童的态度情况.结果发现:大学生对特殊儿童的内隐态度整体偏消极;在特殊教育专业中,不同年级的男生对特殊儿童存在显著的消极内隐态度,但女生对特殊儿童的内隐态度为中性;在特殊教育专业中,大学生对特殊儿童的内隐态度存在着显著的性别效应.最后对研究结果进行了分析讨论.     

Inclusive education and students without special educational needs

Background:?In the debate on inclusive education, students without special educational needs (SEN) are an important topic. However, there is a lot unknown about differences between these typical students in inclusive and non-inclusive classes. For example, the neutral results that are often found in earlier research could be caused by positive effects for some students, and negative effects for others.

Purpose:?This study investigated whether there is a relation between inclusive education and the academic achievement and socio-emotional functioning of typical students, and, more importantly, whether inclusive education affects the achievement and socio-emotional functioning of more and less intelligent typical students differently. Furthermore, we investigated whether differences occur by type of SEN of the included students. Here, we made a distinction between students with behavioural, cognitive and other problems.

Sample:?A representative sample of 27,745 students without SEN in Dutch primary education from a large cohort study in the Netherlands was used.

Design and methods:?Language and arithmetic tests were used to assess academic achievement. For socio-emotional functioning, both teacher and student questionnaires were used. A non-verbal IQ test was used to assess student intelligence. Based on the number of students with diagnosed SEN, the students without SEN were divided into several groups: typical students with no, a few and more than a few students with (certain types of) SEN in their class. Multi-level regression analyses were used to compare these groups.

Results:?For academic achievement, no differences were found between students without SEN in inclusive and non-inclusive classes. In this, we found no differences between intelligent and less intelligent typical students. For socio-emotional functioning, some differences were found, but the practical importance of these differences is unclear, since the effect sizes were small. The functioning of typical students does not meaningfully differ by type of SEN of the included students.

Conclusions:?The findings of this study are interesting in the light of the ongoing inclusion debate. Arguments against inclusive education often concern an assumed adverse effect on typical students. As in this study, hardly any differences were found between typical students in inclusive and non-inclusive primary school classes, this research strengthens the scientific evidence in support of inclusive education.     

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.     

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.