Abstract
Although the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) is arguably the best instrument currently available for assessing students' intelligence, its use will present practitioners, especially school psychologists, with some unique challenges. Recent research suggests that significant reductions in special education students' WISC-III Verbal, Performance, and Full Scale IQ scores will be found, compared with their previous WISC-R results. This finding will have a profound impact on special education placement decisions. Specifically, students who were previously found eligible for learning disability programs may now no longer evidence the significant discrepancies necessary in order to receive continued services. Conversely, students earlier identified as “slow learners” may now be eligible to receive services for those classified under the category of educably mentally handicapped. In addition, the notion that the WISC-III may underestimate the ability of certain populations of students requires further exploration. This article will address these issues as well as implications for practitioners presently administering the WISC-III.
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