A comparison of student profiles based upon composite scale scores of the WISC-R

The purpose of this study was to investigate the similarity in the pattern of strengths and weaknesses between those students evaluated and placed in special education programs and those students evaluated and not placed in special education programs. The two groups were compared on the basis of 18 composite scale scores obtained from the Wechsler Intelligence Scale for Children-Revised (WISC-R). The sample consisted of 585 students in grades 1–6 located in eastern Kentucky schools. A test for parallelism of the two profiles was conducted with a multiple-profile analysis using a multivariate analysis of variance (MANOVA). The results revealed that the two profiles were parallel. The authors concluded that the two groups have a similar pattern of relative strengths and weaknesses.     

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.     

Family Medicine editors collaborate towards antiracist publishing

• Editors of 10 North American Family Medicine journals simultaneously published a Joint Call for Action to address systemic racism and encourage diversity, equity, inclusion and accessibility/antiracism (DEIA) initiatives in medicine and medical publishing in January 2021.
• The efforts of the journals since publication of the joint editorial are summarized and include working to diversify editorial teams, editorial boards and authors; enhanced content about DEIA topics; mentoring of authors who are underrepresented in medicine (URM); and presenting content related to DEIA in Family Medicine publishing at national meetings.
• Editors had a follow up meeting in November 2022 to continue working toward a common goal of reducing racism and increasing DEIA initiatives in Family Medicine publications.