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.     

Stability of WISC-R subtest profiles for learning disabled children

Stability of the WISC-R subtest profile for 161 learning disabled (LD) children over a 7-month test-retest interval was examined. A unique subtest profile reported earlier (Smith, Coleman, Dokecki, & Davis, 1977a) was replicated. Performance IQ was significantly greater than Verbal IQ at both testing occasions. A mean test-retest increase was observed for Performance IQ, but not for Verbal IQ.     

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.     

An analysis of WISC-R factors for gifted students with learning disabilities

Intellectual patterns of gifted students with learning disabilities were studied to determine cognitive factors characterizing these children. Twenty-four gifted children with learning disabilities (LD) and a control group of nondisabled gifted children were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974). While differences between the two groups on individual subtests were examined, a comparison of broader factors was emphasized in discovering cognitive patterns that might suggest effective intervention. Experimental and control performances were compared on 14 factor scores, using cognitive classification systems of Bannatyne (1971), Kaufman (1975), Rapaport, Gill, and Schafer (1946), and Wechsler (1974). Gifted students with LD were more reliant on verbal conceptualization and reasoning than the control students. They also demonstrated deficiencies in short-term auditory memory and sound discrimination. The gifted group with LD exhibited the Organic Brain Syndrome factor (Wechsler, 1974) to a significantly greater extent than did the control group.     

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.     

WISC-R factor structures for diagnosed learning disabled Navajo and Papago children

WISC-R factor structures (Principal Factor Analysis-Varimax rotation) were compared for previously diagnosed samples of learning disabled Navajo and Papago children. Both two- and three-factor solutions were analyzed, utilizing coefficients of congruence. Both groups were similar in terms of proportion of common factor variance accounted for by a general factor, and the Verbal-Performance distinction was demonstrated in both groups.     

WISC-R patterns for learning disabled children at three SES levels

WISC-R and socioeconomic status (SES) data were collected on 122 learning disabled (LD) children who had been assigned to self-contained LD classrooms. The children were divided into three groups on the basis of family SES: high, middle, and low. Three questions were explored: (a) Is there a relationship between SES and IQ test scores among LD-labeled children? (b) Is the pattern of subtest scores independent of SES level? (c) Is the Verbal-Performance IQ test score discrepancy independent of SES level? Results supported affirmative answers to all three questions. Discussion centered around the implications of these results for future research on the utility of the WISC-R for diagnostic purposes.     

Use of an abbreviated version of the WISC-R with learning disabled children

The Wechsler Intelligence Scale for Children-Revised (WISC-R) was administered to 56 learning disabled children, using standard assessment procedures and format as outlined by Wechsler. Abbreviated IQ scores were then derived by applying the Kennedy-Elder formula, and equation that uses five WISC-R subtests with varied weightings. Comparisons between the standard IQ scores and the abbreviated IQ scores were evaluated. A Pearson product-moment correlation coefficient of .83 and a non-significant t-test between the mean IQs suggested the two scores were interchangeable. However, frequent IQ classification changes (23%) rendered the K-E format unacceptable for this population.     

The GOLD program: A program for gifted learning disabled adolescents

Adolescents who are both gifted and learning disabled have unique needs. The GOLD program is a successful model which includes both resource room support and enrichment. Entrance criteria are described. The curriculum includes teaching students about learning disabilities, self‐advocacy, critical thinking, word processing, communication skills, and ethics. Time is provided for remedial and subject work. As well as the curriculum, the success of the program has resulted from intense involvement of staff, one‐to‐one tutoring, a flexible approach to timetables and attendance, and an environment that encourages hope, humor, trust, and student decision making.     

Use of the WISC-R with a learning disabled population: Some diagnostic implications

A group of 41 learning disabled children in Hawaii, aged 6 to 151/2, were tested on the WISC-R. Two main questions were explored: (a) Do the separate WISC-R tests assess “g” for learning disabled children to the same degree that they do for normal children? (b) Is there significantly more scatter among the tests for learning disabled than for normal youngsters? The answers to these questions were interpreted in terms of their diagnostic significance.     

Correlations between the stanford-binet: Fourth edition and the WISC-R with a learning disabled population

The Fourth Edition of the Stanford-Binet and the WISC-R were compared as instruments for assessing the intellectual strengths and weaknesses of students classified as learning disabled in the primary and secondary grades. Results found only a 3.28-point difference (p≥.0001) between the S-B Composite score and the WISC-R Full Scale score. Correlations between the four broad areas of the S-B and the three scales of the WISC-R ranged from .494 (S-B Abstract/Visual Reasoning with WISC-R Verbal) to .920 (S-B Composite with WISC-R Full Scale). All correlations were found to be significant. Implications of the research findings were discussed.     

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.     

Sex differences in the WISC-R scores of gifted students

This study is an investigation of the sex differences in the WISC-R scores of gifted students. The sample consisted of 946 students (479 males and 467 females), with a chronological age range of 6.0 to 16.0, and a mean CA of 9.9. The results indicated significant mean differences on several subtest scores and IQs, generally favoring males.     

Stability of WISC-R intelligence scores: Implications for 3-year reevaluations of learning disabled students

Student records of 170 learning disabled students from two area agencies were examined to determine the stability of WISC-R test scores administered as part of the 3-year reevaluation of students required by Public Law 94–142. The WISC-R had been readministered to 150 of these students. Stability coefficients were .72, .70, and .74 for the Verbal, Performance, and Full Scale IQ scores. Changes in Full Scale scores were 4 points or less for 52% of the sample. Changes greater than 15 points were noted for 4% of the sample. Results suggest that WISC-R scores are reasonably stable over a 3-year interval, and routine readministration of the WISC-R should not be required or encouraged.     

Cognitive and affective processes in multimedia learning

This special section focuses on cognitive and affective processes in multimedia learning in a range of learning domains. Expanding previous research that has taken a predominantly cognitive perspective of multimedia learning, recent studies have begun to consider affective aspects of multimedia learning with the aim of integrating emotion, motivation, and other affective variables into cognitive processing models. The articles included in this special section are examples of the various ways in which the cognitive perspective can be enhanced by taking affective aspects of learning into account. Investigations range from the study of confusion as an affective state that can be beneficial to learning, and the consideration of the potential distracting or motivating function of decorative illustrations, to an inquiry into how visual design can induce positive emotions in learners. The results of the studies included in this section are in line with Moreno's Cognitive-Affective Theory of Learning with Media (CATLM; Moreno, 2006) and show how emotion and interest facilitate cognitive processing and improve cognitive and affective outcomes.     

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.     

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.