Concurrent validity of WISC-R factor scores for educable mentally handicapped children.

Abstract

The present study investigated the concurrent validity of the WISC-R Verbal Comprehension, Perceptual Organization, and Freedom from Distractibility factor scores relative to the Reading, Spelling, and Arithmetic subtest standard scores obtained on the Wide Range Achievement Test. The sample of 46 students were identified as educable mentally handicapped in a public school setting. The results of separate bivariate analyses indicated that the WISC-R factor scores are not significantly correlated with achievement as measured by this achievement test. Implications of these results and directions for future research are discussed.