Abstract
Bauman (1991) evaluated the stability of WISC-R IQs in a sample of children with learning difficulties. It is argued that some of his procedures produced magnified estimates of instability. An attempted reanalysis of Bauman's data, based on information reported in his article, suggested that although stability coefficients were high, approximately 25% of the sample (as opposed to the 40% reported by Bauman) obtained significantly different IQs on second administration of the WISC-R.
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