The relationship between the Wechsler Intelligence Scale for Children-Revised and the Wechsler Intelligence Scale for Children-III scales and subtests with gifted children

Each year thousands of children are evaluated or reevaluated utilizing the current edition of the Wechsler Intelligence Scale to determine their eligibility for gifted programs. The Wechsler Intelligence Scale for Children-III (1991) is new enough that only limited research is available on how it compares to the previously used Wechsler Intelligence Scale for Children-Revised (1974). The purpose of this study was to determine the comparability between the previously dominant intelligence scale, the WISC-R, and the revised WISC-III with gifted children. The results of this study indicate that the latest revision (WISC-III) and the earlier version (WISC-R) produce remarkably similar scale and subtest scores when administered under clinical conditions to gifted children. All 51 children determined eligible through the administration of one of these two Wechsler tests would have been eligible for services had the other test been administered. The Verbal and Performance scale IQ scores were within two points of each other across the two test administrations, while only a one-point difference existed between the Full Scale IQ scores. The Arithmetic, Comprehension, and Object Assembly subtest scores were in high agreement across the two administrations (p<.01). The level of agreement between some subtests across the two administrations suggests that clinical judgment is just as important as scores in considering who is eligible for gifted programs.     

Comparison of the WISC-R and PPVT for a group of mentally retarded students

This study compared the WISC-R and PPVT scores for a group of 65 students classified as mentally retarded, ranging in age from 7.5 to 14.5. Pearson product moments (r) and correlated t values were employed in the analysis of data. The evidence from the present study indicated that for this sample of mildly retarded children and youth, the PPVT IQ score is significantly higher than the Full Scale IQ from the WISC-R. The current findings indicate that the same general pattern exists for the WISC-R and PPVT as for the WISC and PPVT scores.     

Partnering with the Public Library for Health Care Education: An Evaluation of Affordable Care Act Messages

Despite implementation of most of the provisions of the Affordable Care Act (ACA) by 2014, the public still has questions about the health care law. To assess the potential of using the library as a hub for ACA education, we tested existing and new culturally relevant messages about the health care law with twenty-seven community members. Participants discussed the message prototypes, including the visual components and promotional content, and provided advice to modify content and design to best reach target audiences. Future research can follow this example to engage libraries and community members in developing and evaluating culturally relevant health messages.     

Factor structure of the McCarthy screening test

The factor structure of the McCarthy Screening Test was investigated with a sample of 555 children. The sample consisted of 300 boys and 255 girls, whose mean age was 61.4 months; approximately 80% were white and 20% were black. The data from the present study and from the MST standardization samples were analyzed by a principal components analysis (with ones in the diagonal) followed by a varimax rotation. The results from the data analysis seem to indicate that the subtests all measure parts of the same attribute (cognitive and sensorimotor functions) in varying degrees.     

Item analysis of the Wechsler Intelligence Scale for Children-Revised

Indices of item diffculty and item discrimination were analyzed for the items comprising the Wechsler Intelligence Scale for Children - Revised as obtained from a group of 142 subjects with Full Scale IQs below 96. Item validities were estimated by computing the biserial correlation between dichotomized item responses and the total weight score. Kendall's tau was computed for each item. The item difficulties for each subtest except Information and Vocabulary are roughly in the same rank order as those obtained by the stadardization group. Evidence from the study indicates that the increase in the number of items on the WISC-R helped to increase its internal Validity. Analysis of the data ragarding the internal consistency of the test indicates that the majority of the items operate as significant discriminators. Changes in the order of that administration and /or revision of the record form would not seem warranted on the basis of the present study.     

The concurrent validity of the Cognitive Levels Test with the Wechsler Intelligence Scale for Children-Revised for a sample of referred children and youth

The present investigation compared the Cognitive Levels Test (CLT) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) scores for 55 children who were referred for remedial educational services. A comparison of the correlations for each of the criterion measures from the WISC-R showed a consistent significant positive relationship with the CLT. A repeated measures analysis of variance that compared standard scores for the CLT with those of the WISC-R indicated that significant differences existed between WISC-R IQs and the CLT Cognitive Index. Implications concerning the validity of the Cognitive Levels Test are discussed.     

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.     

Integrated Care in College Health: A Case Study

This case study describes 1 international student's treatment experience with an integrated health program on a college campus. This program uses a multidisciplinary, mind‐body approach, which incorporates individual counseling, primary care, psychiatric consultation, a mindfulness‐based cognitive therapy class, and a meditation group.