The purpose of this study was to examine the intellectual factors involved and the basic skill levels necessary for high risk students to experience success in college. The subjects were 60 full-time college freshmen enrolled in a special program for high risk students at Ball State University during the 1978-79 school year.The Wechsler Adult Intelligence Scale (WAIS) was administered to subjects that were selected by a stratified random sample technique from a group of 342 full-time students identified as high risk students. Academic success was based solely upon grade point average.Pearson Product Moment Correlations were computed between grades and the WWAIS test scores for males, females and the total group. The scores which reached significance for the total group (after two quarters of attendance) were Information, Comprehension, Vocabulary, and the Verbal IQ. These results were consistent with earlier studies which indicated that verbal comprehension skills are of primary importance in predicting academic success in college with regular college students.Sex differences were apparent as significant correlations were found between grades and the Information and Vocabulary subtests for females but not for males. Significant correlations were found between grades and the Comprehension, Similarities, Picture Completion, Verbal IQ and Full Scale IQ scores for males but not for females.Partial correlations with grades were computed for the WAIS results with the effects of the traditional measures of Scholastic Aptitude Test (SAT) Verbal and Mathematics Sections and high school rank held constant. Information and Vocabulary WAIS subtest scores yielded significant partial correlations with grades for the total group. The Information subtest yielded a significant partial correlation with grades for females while the Comprehension subtest provided a significant partial correlation with grades for males.Multiple correlations using all of the WAIS results did not reach significance for either males, females, or the total group when compared to grade point averages. Multiple correlations using the total WAIS results and the traditional measures did not reach significance for the total group or for females when compared to grades. The multiple correlation using total WAIS results and the traditional measures did reach significance for males. The total WAIS results did not add significantly to the predictive information provided by the traditional measures for either males, females, or the total group.The conclusion of the study was that portions of the WAIS could be useful in evaluating the chances of success for high risk students enrolled in a special program. Subtests which measure verbal comprehension provide the highest relationship with academic success. Also,ability to predict success with the WAIS can be enhanced if sex differences are taken into consideration.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 78-89). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 78-89). Also available on the Internet.

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The purpose of this study was to investigate the relationship between the Bender Gestalt (BG) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) with a group of preschool children. A second aim of this study was to explore the value of the BG as an intellectual screening instrument to be used in place of the time consuming WPPSI. This study consisted of 48 Ss (24 males and 24 females) who were attending nursery school classes and day care centers during the winter of 1978-79 in Muncie, Indiana. Age range at the time of testing was 5 years 0 months to 6 years 6 months with a mean age of 5 years 5 months. Tests were administered individually by a white male or female clinical psychology graduate student. Each examiner was randomly assigned a group of Ss consisting of 12 males and 12 females. The order of test administration was counterbalanced. Pearson product-moment (r) correlations obtained between the WPPSI Full, Verbal, and Performance Scales were r = -.65, r = -.52, and r = -.67, respectively (p<.001). Since more of the common variance was associated with the BG and the WPPSI Full (42%) and Performance Scales (45%) than with the Verbal Scale (27%), the BG may be used with caution in place of the WPPSI Full or Performance Scales with preschool children.

The purpose of this study was to investigate the amount and patterns of interrelatedness of the Wechsler Intelligence Scale for Children (WISC) and the 1968 revised edition of the Illinois Test of Psycholinguistic Abilities (ITPA). The study attempted to analyze from both the practical and statistical levels relationships between the two instruments. Further clarification was sought as to the: (1) dimensions measured by the ITPA, (2) concurrent validity of the ITPA, and (3) necessity of administering both instruments in their entirity in psychological evaluations.

The purpose of this study was to investigate the stability of Wechsler Intelligence Scale for Children-III (WISC-III) test scores in children with Learning Disabilities. Previous research has suggested that some children with Learning Disabilities do not demonstrate the same stability of performance, over time, on the Wechsler as many children in the general population.The sample utilized in this study consisted of 214 children who had been identified as having Learning Disabilities. WISC-III data was collected through archival review of education files.Test-retest stability for the WISC-III over a period of approximately three years was assessed using correlational and t-test data. For the total sample, three year test-retest correlations for the Verbal IQ, Performance IQ, and Full Scale IQ were .67, .73, and .74, respectively. However, Verbal IQ, Full Scale IQ, and Verbal Index scores were observed to drop significantly between testings. Mean score differences for the Verbal IQ and Verbal Comprehension scales were slightly over three points. The mean difference for the Full Scale IQ was slightly less than two points.Analysis of individual scores indicated considerable variability, with some students decreasing as much as 30 or increasing as much as 37 IQ points at the time of retesting. Analysis of distribution of score differences suggested that the children with Learning Disabilities in this sample demonstrated more variability in performance, overall, than might be anticipated in the general population. / Department of Educational Psychology