The social adaptation of mainstreamed mildly retarded children

The purpose of the present study was to assess the social adaptation of mainstreamed mildly retarded children, comparing them to a matched sample of regular education students. Results indicated that mildly retarded children were quite rejected by their peers, and, compared to nonretarded classmates, they reported significantly more dissatisfaction and anxiety about their peer relations. With respect to behavioral style, there were no group differences in peer- or teacher-reported aggressiveness or disruptiveness. However, retarded children were perceived as more shy and avoidant, as less cooperative, and as less likely to exhibit leadership skills. Further analysis of the behavioral assessment data, via cluster analysis, revealed 2 subtypes of rejected retarded children: an internalizing group perceived as displaying high levels of shy/avoidant behavior and an externalizing group perceived as high in aggressive and/or disruptive behavior. In addition, the internalizing group reported higher social anxiety than did the externalizing group. Implications for school-based intervention research with mildly retarded children 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.     

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.     

Stability of WISC-R scores in children with learning difficulties

Student records of 130 children with learning difficulties who had been tested twice were examined to determine the stability of WISC-R scores over time. There were significant losses in Verbal IQ and Full Scale IQ. Subjects in the above-average IQ range had greater losses in Verbal IQ and Full Scale IQ and greater gains in Performance IQ than did those in the below-average IQ range. Children initially tested before age 8 had a significant IQ loss, but those tested after age 8 maintained a constant IQ. The WISC-R is most frequently administered to children with learning difficulties. Results presented here suggest that the IQs in this population are not as stable as was previously thought, and this may provide a rationale for the periodic readministration of the WISC-R.     

Recategorized WISC-R scores of learning disabled Navajo Indian children

WISC-R subtest scaled scores for 192 learning disabled Navajo Indian children were recategorized according to the system recommended by Bannatyne (1974), and subsequently analyzed using a one-way repeated measures analysis of variance. A Newman-Keuls Multiple Range Test was also conducted to determine significant pairwise comparisons. Results indicated that, as a group, the subjects failed to demonstrate the Spatial>Conceptual>Sequential pattern predicted by Bannatyne (1974). Implications for use of Bannatyne's system with learning disabled minority children 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.     

Sex differences on the WISC-R for retarded children and youth

This study investigated sex differences on the WISC-R subtests for retarded males and females who were matched in terms of WISC-R Full Scale IQs. The sample consisted of 126 children and youth (63 females, 63 males) ranging in chronological age from 7–3 to 8–3, with a mean CA of 7–8. Each subject was matched in terms of Full Scale IQ score. A 2 × 10 analysis of variance with repeated measures on a single factor was used to analyze the data. Students' T and Fisher's F ratios were calculated, and differences between subtest means were analyzed by Newman-Keuls test for sample effects. Evidence from the investigation indicated that a significant interaction effect existed between sex and subtest scores.     

The effects of mainstreaming on success expectancy and imitation in mildly retarded children

The University of North Florida, in partnership with educational, business, and community agencies, has established the Florida Early Literacy and Learning Model (ELLM) to improve literacy among over 1,000 4-, 5-, and 6-year-olds in the region. The ELLM initiative is founded on the concepts of collaborative restructuring, reading research, high-performance learning environments, and family involvement. It has been found to be effective in increasing literacy and reading achievement of young children who have come to school underprepared.     

The development of cutoff scores on a WISC-R in the multidimensional assessment of gifted children

The summed scores of the WISC-R dyad, Vocabulary and Block Design, were cross-tabulated with full scale WISC-R scores for 249 children referred to a gifted program. The initial results indicated that the Vocabulary-Block Design dyad could be a useful tool in predicting full scale IQ for some children and thus leave time available for other types of assessment of students.     

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.     

A comparison of the Stanford-Binet IV and the WISC-III with mildly retarded children

The Stanford-Binet IV and the WISC-III were administered in counterbalanced order to 31 subjects, aged 11 to 17 years, who were previously identified as functioning in the range of mild mental retardation. The correlations among the scores on the two tests were significant, but the Stanford-Binet IV Composite IQ was higher than the WISC-III Full Scale IQ for 29 of 31 subjects. The results suggest that children identified as functioning in the range of mental retardation on the WISC-III could be identified as functioning at a higher level if the Stanford-Binet IV were used. The consistency of the results points to the need for the use of multiple criteria in making decisions regarding educational accommodation. © 1996 John Wiley & Sons, Inc.     

Investigation of the WISC-R for use with retarded children: Correlation with the 1972 Stanford-Binet and comparison of WISC and WISC-R profiles

A group of 80 mentally retarded youngsters, aged 6 to 16, was tested on the WISC-R, primarily to assess the continuity of measurement between the old and new WISCs. The WISC-R IQs correlated .65 to .82 with Stanford-Binet IQ for a subsample of 45 children, resembling the coefficients between the 1949 WISC and the Binet for retarded groups. In addition, the WISC-R test profiles for the 80 children corresponded closely to the WISC test profiles for many retarded samples. Thus, there was evidence to support the continuity of the WISC-R with its predecessor for retarded populations.     

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.     

The diagnostic utility of Bannatyne's recategorized WISC-R scores with children referred to a developmental evaluation center

The diagnostic utility of Bannatyne's recategorized WISC-R scores in differentiating among children referred to a developmental evaluation center was evaluated. The results failed to provide support for the diagnostic utility of recategorized WISC-R scores in general and for the pattern spatial 〉conceptual〉sequential in particular. The findings are discussed in terms of the caution necessary regarding the empirical basis for diagnostic inferences and the need for replication and/or evaluation of other potential measures with well-defined clinical groups.     

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.     

Suitability of the California Abbreviated WISC for WISC-R subtests with mentally retarded and slow learner children

This study was undertaken to determine the suitability of the California Abbreviated WISC—Form 1 (CAW-1) for use with WISC-R subtests. Subjects were drawn from the files of previously evaluated students from two southern mountain communities. Examination of WISC records within the age and IQ ranges of the CAW-1 (CA 8-0 to 13-6, IQ 50 to 80) indicated that our sample was not significantly different from the CAW-1 noim group (N = 148, r = .85 between CAW-1 & WISC Full Scale IQ). WISC-R recods (N = 178) for the same ranges were examined and were found to be more highly predictive of Full Scale IQs (r = .91, FSIQ = .98 CAWIQ + 2.2). Extensions of the age range from 6-0 to 16-11 and of the IQ range from 40 to 100 were attempted. Final results (N = 284) indicated the CAW-1 could be used with the WISC-R over the full age range and for IQs ⩽ 100 with minor alteration (r = .96, FSIQ = 1.09 CAWIQ - 5.4). The second sample served for cross validation of these results. Using the alteration, results were consistent with original findings (N = 202, r = .93, FSIQ = .98 CAWIQ + 2.2). It was concluded that the CAW-1 was suitable for use with WISC-R subtests with minor alterations.     

Measuring stability and change in WISC-R IQS

Webster (1988) assessed WISC-R IQ stability in samples of adolescents identified as EMR and LD. It is argued here that Webster used an inappropriate standard error of measurement in his study. This resulted in magnified estimates of the number of individuals who obtained significantly discrepant IQs from one test admnistration to the next. Webster's analyses therefore exaggerated the degree of test-retest instability inherent in WISC-R IQs.     

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.