The purpose of this study was to determine if the Split-Half Short Form WISC-R correlates over time with the WISC-R and whether either of these two separately administered measures of intellectual ability were able to predict academic achievement in a sample of learning disabled students using the WRAT as the criterion variable.The subjects were 100 (71 males, 29 females) students, ages, 6 through 16, selected from a special education learning disabled school population. All the subjects were administered the WISC-R an average of three years prior to the administration of the WISC-RSH and the WRAT.Two hypotheses were specified for the separately administered test forms: No significant difference between corresponding scales of WISC-R and WISC-RSH; and no difference in ability of corresponding WISC-R and WISC-RSH scale scores in predicting academic achievement using the WRAT Reading, Spelling, and Arithmetic standard scores. Pearson Product-Moment correlation analyses were used to determine if a significant relationship existed between Verbal, Performance and Full-Scale IQ scores of the WISC-R and WISC-RSH. Regression analysis procedures were used to determine the predictive validity of each of these measures to the WRAT subscales.The results revealed that the Verbal, Performance and Full Scale IQ scores of the WISC-R and the WISC-RSH were significantly correlated (r=.60, .69, .72, respectively) over the three year period.Indices of predictability obtained from regression procedures revealed that neither test form was able to predict academic achievement using the WRAT scores as the criteria. However, both test forms performed similarly in their predictive ability, with the WISC-RSH demonstrating a slightly better predictive ability than the WISC-R. This can be explained by the fact that the WISC-RSH and WRAT were administered concurrently three years after the WISC-R.Results from this study show promise that the WISC-RSH, Verbal, Performance and Full Scale IQ scores may be used in the re-evaluation assessment process of learning disabled students. It remains open to question whether the WISC-RSH can be used in place of the WISC-R for all special education students in light of what previous studies have demonstrated regarding the WISC-R's ability to predict academic achievement in other exceptional sample populations. / Department of Educational Psychology

This study investigated the results of administering two intelligence tests, the Wechsler Intelligence Scale for Children -Third Edition (WISC-111), and the Stanford-Binet Intelligence Scale - Fourth Edition, to each of 33 Australian children with an intellectual disability. The experiment used a counterbalanced design in which the tests, order of presentation of the tests, the gender of the subjects, and the gender of the test administrators were factors. The 33 volunteer subjects, 14 males and 19 females, aged between 6 and 16 years, and known to have an intellectual disability, were allocated randomly for the assessments. The test administrators were students in the Clinical and Organisational Masters Program from the University of South Australia. It was hypothesised that; there would be a difference between the IQs on the two tests; that on average the WISC-111 FSIQ would be lower than the SB-1V TC; and that there would be a positive relationship between the WISC-111 FSIQ and the SB-1 V TC Statistical analysis of the data found the two tests' overall scores to be significantly different, while the counterbalanced factors and their interactions did not reach significance. There was a significant 4 point difference found between the mean WISC-111 FSIQs and SB-1V TCs. The results of a Pearson Product Moment Correlation Coefficient revealed a strong positive correlation (r = .83). between the WISC-111 FSIQ and SB-1V TC. This finding supported the concurrent validity of the tests in this special population sample. It was suggested that while the two tests measured similar theoretical constructs of intelligence, the two tests were not identical and therefore the results were not interchangeable. Variable patterns of results were found among subtest scores from the two tests, and the implications for field work discussed. The differences between raw WISC-111 FSIQ and SB-1V TC scores were calculated, and a z transformation was applied to the difference scores. The resulting difference distribution and cumulative percentages were then suggested as a reference table for practitioners. Studies that examined clerical errors in scoring intelligence test protocols were reviewed. The manually scored test protocols in this study were rescored using a computer scoring programme and 27 errors were found and corrected. From the results of the experiment several suggestions were made; that agencies using large numbers of intelligence tests, or which test the same child over time, should make a decision to use the same test, wherever possible, for comparison; that all intelligence test protocols be computer scored as a checking mechanism; and that all professional staff should be aware of the possible differences which can occur between intelligence scores, resulting from norming and other differences. / thesis (MSocSc)--University of South Australia, 1999.

Thesis (Specialist in School Psychology)--Eastern Illinois University, 2009. / Includes bibliographical references (leaves 39-44).

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 209-230). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 113-128). Available also in a digital version from Dissertation Abstracts.

Theses (Ed.S.)--Marshall University, 2006. / Title from document title page. Includes abstract. Document formatted into pages: contains v, 12 pages. Bibliography: page 12.

Introduction. A well-recognized problem exists when commonly employed tests developed in the United States (US) or United Kingdom (UK) are accepted unconditionally for use on local relatively disadvantaged populations, as these tests have questionable validity and therefore incur a high risk of misdiagnosis. Cross-cultural normative research has been conducted in South Africa on some of the Wechsler intelligence scales with respect to participants stratified for level and quality of education, age, race and language, including a study on the Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV) for learners with Grade 7 education (age 12 to 23). The aim of the current study was to conduct a partial duplication of the earlier WISC-IV South African norming study that specifically targeted a younger group of educationally disadvantaged children at a lower level of education. Method. Participants were Black Xhosa-speaking Grade 3 learners in the age range 8 to 9 (N =32 ), who were being schooled in the disadvantaged educational setting of the former Department of Education and Training (former-DET) schools. The WISC-IV results of the current study were statistically compared with the WISC-IV results from Shuttleworth-Edwards, Van der Merwe et al. (2013) study. Results. There was a significant lowering of between 20 to 30 IQ points relative to the UK standardisation on WISC-IV scores for this sample of Grade 3 Xhosa-speaking learners, replicating the earlier outcome for Grade 7 Xhosa-speaking learners relative to the UK standardisation. No differences were in evidence within the WISC-IV sample for the female and male participants on any of the indices. There was equivalence between the Grade 3 and Grade 7 Xhosa-speaking learners on all subtest and Index scores with the exception of the Digit Span subtest. Conclusions. The results confirm prior research indications of the negative impact of educational disadvantage on IQ test results and the need for this to be taken into account by the availability of socio- culturally relevant norms.

This study proposed to evaluate the appropriateness of selected subtests of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) for use with severely to profoundly hearing impaired children. The subjects used in this study were enrolled in a residential/day school for the deaf whose educational methodology was Total Communication. The subjects were tested on both the SB:FE nonverbal selected subtests and the Performance Scale of the Wechsler Intelligence Scale for Children-Revised (WISC-R PIQ). To assess appropriateness, several procedures were employed comparing data gathered from the hearing impaired sample with data reported for the standardized population of the SB:FE. Correlations were computed between the WISC-R and the SB:FE and comparisons of the total composite scores for each measure were made to detect any systematic differences. The results indicated that the correlations reported for the hearing impaired sample are generally similar to the correlations reported for the standardized sample of the SB:FE. The analysis performed between the Area Scores of the SB:FE and the WISC-R PIQ to detect systematic differences revealed a difference of one standard deviation between these two instruments, with the. SB:FE results being lower than the WISC-R PIQ results. It was concluded that the selected subtests of the SB:FE and the WISC-R PIQ could not be used interchangeably. Further research into this area was advised before using this measure to estimate general cognitive ability for hearing impaired children whose levels of language development may be delayed. Further research was also encouraged to confirm the suggestion of greater predictive validity of the SB:FE with academic measures. It was suggested that these findings indicated that the use of language as a cognitive tool may be important in acquiring certain problem solving skills. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This study was an investigation of profile patterns on WISC-III subtest scores of Canadian gifted children. Profiles of students were compared to core profile types identified by Glutting, McDermott, and Konold (1997) and Konold, Glutting, McDermott, Kush, and Watkins (1999). From the literature reviewed, it was felt that conducting a profile analysis based on empirical research would override some of the criticisms inherent in the practice of profile analysis The sample consisted of 88 children ages 6 through 13 years. Subjects were included who scored at least 120 on the Wechsler Intelligence Scale for Children (WISC-III). Sixty of the participants were gathered from Choice School; the remaining 28 were from the Psychoeducational Research and Training Centre at the University of British Columbia. The results of the profile analysis indicated that 34% of the cases were considered to be clinically unique or rare. The profile analysis of the entire sample of Canadian gifted students indicated that a much higher percentage of profiles were considered to be clinically unique or rare when compared to the normative sample. Future research needs to include larger samples of gifted children. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This study was concerned with testing two hypotheses frequently made in the interpretation of performance on the Children's Scale. The first hypothesis is that maladjustment is directly related to the amount of scatter and the second stresses that the specificity of maladjustment may be determined by the pattern of successes and failures.