abstract: The Wechsler Intelligence Scale for Children – ; Fourth Edition (WISC – IV) is one of the most popular intelligence tests used for special education eligibility purposes in the United States. Despite the large prevalence of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD), the factor structure of the WISC – IV among this population has not been explored. Thus, the factor structure of WISC – IV scores among students with ADHD was investigated via replicatory factor analysis followed by a comparison with the factorial structure of the normative sample using the coefficient of congruence. The four factor model proposed by Wechsler was consistent with the factor structure found in the sample of students with ADHD for all subtests except Picture Concepts and Matrix Reasoning. The Verbal Comprehension and Processing Speed factors appeared to measure the same construct in the study sample as in the normative sample, while the Perceptual Reasoning and Working Memory factors were only fairly similar to the normative sample. It is recommended that clinicians interpret Perceptual Reasoning and Working Memory index scores of students with ADHD cautiously. Limitations of the study, future directions for research, and implications for practitioners are discussed. / Dissertation/Thesis / M.A. Educational Psychology 2011
| Identifer | oai:union.ndltd.org:asu.edu/item:8994 |
| Date | January 2011 |
| Contributors | Boehm, Michelle Renee (Author), Watkins, Marley (Advisor), Sullivan, Amanda (Committee member), Caterino, Linda C. (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Masters Thesis |
| Format | 31 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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