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

Learning disabled boys were categorized on the basis of consistency of lowest WISC/WISC-R factor scores over time. The Consistent subgroup with lowest scores on factor 3 also displayed significant factor score discrepancy. The Inconsistent subgroup had varying lowest factor scores with no significant discrepancy, such variation not apparently related to a delay hypothesis. Patterns in the Consistent Factor 3 group could be suggestive of either a delay or deficit. / Group differences occurred frequently in patterns, rather than levels of performance, the Inconsistents displaying patterns similar to able learners. Disorders of sequential processing and abnormal right hemisphere specialization characterized the Consistent Factor 3 group, inefficient selective attention the Inconsistent group. Pervasive group differences in holistic versus sequential processing were related to the hemisphere specialization index and both were related to WISC-R discrepancy scores. Thus, factor score discrepancies may usefully define these subgroups. A model of hemisphere functioning was offered in explanation of these results.