Subtest Profiles Research Articles

WAIS-R profile variability of psychiatric inpatients.

This study examined the variability of WAIS-R profiles using the subtest range and profile variance in a large sample ( N = 1,684) of psychiatric inpatients.

Discovering Core Profile Types in the School-Age Standardization Sample of the Differential Ability Scales

The ability profiles most representative of the school-age norm group for the Differential Ability Scales (DAS; Elliot, 1990a), an individually administered test of cognitive skills, are identified and described. The cognitive subtest profiles of the 2,400 children aged 6 to 17 years who comprise the DAS national sample were sorted based on their level, shape, and dispersion using multistage hierarchical cluster analyses with independent replications. Seven core profile types were discovered that adequately met established heuristic and statistical criteria, including acceptable internal cohesion, external isolation, replicability, short-term stability, and full coverage of the sample. Each profile type was described in terms of prevalence and constituent children's characteristics (i.e., overall differential ability, academic achievement, and distinguishing prevalence trends for age, sex, race/ethnicity, and parent education). Discussion showed how the typology provides clinicians and researchers with the necessary contrasts against which to evaluate claims regarding the distinctiveness and potential diagnostic and treatment utility of specific DAS profiles. Included are three methods for assessing the uniqueness of any DAS profile: two methods appropriate for research and one suited for clinical practice.

Modal profiles for the Wechsler Adult Intelligence Scale-Revised

Modal profile analysis was used to cluster Wechsler Adult Intelligence Scale-Revised subtest and factor profiles in a sample of patients referred for neuropsychological evaluation. Results yielded five modal profiles for subtest profiles and four modal profiles for factor profiles. However, when a classification rule was used to assign subtest profiles to modal groups, the subtest modal profiles classified only 37% of the sample. When the same rule was used to assign factor profiles to modal groups, the factor modal profiles classified 100% of the sample. For both subtest profiles and factor profiles, the largest portion of profile variance (48.1% and 65.9%, respectively) was accounted for by differences in profile elevation. Differences in profile scatter accounted for 4.5% of the variance in subtest profiles, while profile scatter accounted for 8.9% of the variance in factor profiles. Discussion focuses on the coverage and uniqueness of the two typologies and on the component sources of information in WAIS-R profiles.

WAIS-R Subtest Profile and Cortical Perfusion in Alzheimer′s Disease

WAIS-R profiles were investigated in 28 Alzheimer′s disease (AD) and 21 healthy elderly subjects. The Fuld subtest profile, previously reported to have potential as a diagnostic marker for AD, was observed in 35.7% of our AD patients and 4.8% of the controls. We compared AD patients with the Fuld profile (ADF+) to a group of patients without the profile (ADF−) with similar demographics and dementia severity and demographically matched normals using regional Cerebral Blood Flow. Both AD groups showed reduced blood flow in the parietotemporal cortex compared to normals, but the ADF+ patients had greater flow reductions than the ADF− group. Examination of WAIS-R performance indicated that the ADF+ group had lower scores than the ADF− patients on the Digit Symbol and Block Design subtests, and further, that these two subtests were associated with the parietotemporal perfusion deficit in our AD sample. Our findings do not support the use of the Fuld profile as a diagnostic marker for AD, but do provide physiological evidence for behavioral heterogeneity among AD patients based on WALS-R subtest performance.

Taxonomy and Validity of Subtest Profiles on the Kaufman Assessment Battery for Children

This paper presents three studies. The first developed a normative taxonomy to show the most common subtest patterns on the Kaufman Assessment Battery for Children (K-ABC) (Kaufman & Kaufman, 1983a, 1983b). The benefit of such a core profile taxonomy is that it provides necessary contrasts for testing hypotheses about score configurations believed to be unusual or clinically relevant. The taxonomy was based on the school-age segment of the K-ABC's standardization sample (i.e., 1,300 children between 6 years, 0 months and 12 years, 6 months). Q methodology (cluster analysis) resulted in eight core profile types, which were subjected to preliminary validation tests against multiple criteria. The second study used the core types to examine whether children with learning disabilities ( n = 224), emotional disturbance ( n = 43), educable mental retardation ( n = 85), and trainable mental retardation ( n = 38) showed unusual subtest patterns more often than the general population. By contrast, the third study began by using the core types to identify children from both regular education and special education who possessed unusual patterns ( N = 1,346). Thereafter, Q methodology was applied to search for homogeneous groups among these children. Results from the second and third studies mitigate against the diagnostic application of subtest analysis Recommendations are provided for future practice in the profiling of children's abilities.

Subtest profiles of the WISC-R and WAIS in mentally retarded patients with epilepsy.

In this study, WISC-R and WAIS subtest profiles of mentally retarded patients with epilepsy are analysed with respect to the Verbal-Performance IQ Discrepancy scores and rank order of mean subtest scores. The relative strengths and weaknesses in cognitive patterns of this sample are compared with subtest profiles mentioned in the literature on mentally retarded populations and samples of normal intelligent patients with epilepsy in order to determine the impact of epilepsy factors on cognition. The results indicate that people with mental retardation have problems with the verbal subtests Arithmetic, Vocabulary and Information, while patients with epilepsy have problems with Coding (Digit Symbol), Digit Span and Information. For this sample of mentally retarded patients with epilepsy, the most difficult subtests are Digit Span and Coding. The results concerning subtest profiles in different populations are discussed in light of the deleterious impact of epilepsy on cognition, which may superimpose the general effect of brain damage in mentally retarded patients. It is suggested that especially attentional processes, as measured with the subtest Coding, are vulnerable for epilepsy factors.

Determinants of WISC-R subtest stability in children with learning difficulties

The effects of age and IQ level upon the stability of WISC-R subtests were investigated. The subjects were 130 children with learning difficulties who were referred for a second psychological assessment because of a continuing academic lag. The mean test-retest interval was 2 years, 8 months. Although the mean change scores for the subtests were relatively small, the standard deviation of the change scores was close to three for most of the subtests. This indicates considerable subtest score fluctuation, with losses cancelled by gains to some extent. Children under age 8 and children with above-average IQs were most affected by declining scores. Caution is recommended in interpreting subtest profiles for young and/or high-IQ children with learning difficulties.

Patterns and Prevalence of Core Profile Types in the Wppsi Standardization Sample

The most representative subtest profiles were found for the 1,200 children comprising the standardization sample of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI; Wechsler, 1967). The primary benefit of such a core profile typology is that it provides necessary contrasts for testing hypotheses about whether children’s profiles are descriptively or clinically unique. Scaled scores from WPPSI subtests were grouped according to similar level and shape using sequential minimum-variance cluster analysis with independent replications. A final solution of six core profile types met all formal heuristic and statistical criteria. Results are discussed in the context of leading research on the correlates of children’s abilities. Thereafter, two methods are presented for determining the relative uniqueness of WPPSI subtest patterns: the first is mathematically precise and the second is more convenient to every day practice. A step-by-step worksheet is provided for the “everyday” method and a case study is analyzed using this procedure.

The latent factor structure of the WAIS‐R: A factor analysis of individual item responses

Factor analytic examination of a 166 x 166 intercorrelational matrix that represents individual item scores from the 11 subtests of the WAIS-R provided evidence of five interpretable factors (N = 409). Two of these were identified as the Verbal and Performance factors previously encountered in traditional WAIS-R subtest-based factor analyses. The other three factors were characterized readily as involving (1) Advanced Vocabulary skills; (2) Basic Responsivity and (3) Advanced Computational ability. All three of these "new" factors accounted for at least 10% of the total variance, and comments are made with regard to the possible significance of their discovery to such topics as subtest variation and profile psychodiagnostics, theories that pertain to the nature and structure of human intellectual functioning, and subtest-based personality measurement theories.

Psychometric issues in “intelligent testing” using the null hypothesis approach

The analysis and interpretation of intelligence subtest profiles was authored primarily by A.S. Kaufman. He attempted to interpret learning styles of children from apparent extreme scores defined in terms of the difference between mean subtest composite score and mean score of the global score or factor from which the composite subtests were taken. Kaufman used a uniform difference value of 3 points, making many simplifying assumptions about the subtests. In this article these assumptions are examined. The difference variable is defined, and its variance, reliability, and standard error are derived. It can then be shown that two different subtests will in general not have the same characteristics, and consequently, a 3-point difference will select quite disparate proportions of a normal distribution. Two examples are provided to illustrate calculations and demonstrate this difference in proportion selected under a normal distribution. Whereas Kaufman's concept of score interpretation is not discredited, the implications for practitioners are that each subtest defined for learning styles must be separately examined and validated for prevalence in a population.

Reading Delay and WISC-R Subtest Patterns in Irish Children whose IQ Is (a) Average or Above and (b) Dull Normal or Below

The WISC-R profiles of 304 Irish children of higher and lower ability defined as having a significant reading delay were investigated in an attempt to identify distinct profiles which would characterise these children and could be used for diagnostic purposes. Also, by identifying subskills that were the major strengths and weaknesses of these reading-delayed children, insight was sought into the reasons why children of average or above average ability fail to learn to read. The WISC-R subtest profiles of the two groups were remarkably similar. The subtest scores on the performance scale. with the exception of Coding, were all higher than any of the verbal scores. Coding — a subtest which measures the cognitive abilities that help in the process of reading — showed as being a weakness for one-third of the combined sample.

Frequency of occurrence of a WAIS dementia pattern in schizophrenia and bipolar affective disorder

Abstract Fuld (1983) identified a WAIS subtest profile that is moderately sensitive to the dementia associated with Alzheimer's disease, but occurs infrequently in other conditions. A sample of 30 chronic psychiatric patients (16 bipolar affective disorders; 14 schizophrenics) was examined for incidence of the pattern. Results indicated 97% specificity since the pattern occurred in only one of the subjects. This compares favorably with reported figures for multi-infarct dementia (5.1%), craniocerebral trauma (5%), and normal elderly (< 3%).

Psychological effects of subclinical epileptiform EEG discharges in children. II. General intelligence tests

Twenty-one children with suspected or proven epilepsy and subclinical epileptiform EEG discharges in the waking state were studied. The EEG was telemetered and behaviour recorded by closed-circuit television during performance of a general intelligence test (RAKIT, shortened version) which comprised 6 subtests. Mean total IQ was below that of control populations and the subtest profile was abnormal, due particularly to impaired performance on a subtest concerned with verbal short-term memory. This effect was accounted for by that subgroup of children who exhibited discharges during the test; those who did not show discharges at that time were unimpaired. Performance of 3 of the subtests was impaired when discharges occurred during presentation of the test item or between presentation and response. The findings suggest that cognitive impairment found in people with epilepsy may not only represent a more or less static disability, due to drugs, cerebral pathology, etc., but may in part be an intermittent process related to the occurrence of subclinical epileptiform discharges. These preliminary findings need to be amplified but have implications both for interpretation of neuropsychological studies in persons with epilepsy and also for the drug treatment of those who continue to exhibit subclinical EEG discharges when overt seizures have been controlled.

Comparing subtest profiles of g loadings and correlations with RT measures

It is argued that if a response time (RT) measure correlates with psychometric test (PT) scores because it shares variance in common with general intelligence, g, then the profile of g loadings for a set of PTs would be predictable from the profile of correlations between the RT measure and the PT scores. On the other hand, if an RT correlates with PTs through variance not shared with g, the g loadings of the PTs should be unrelated to the correlations between RT and PTs. The profiles of g loadings and correlations with RT were compared for a set of 6 RT measures and 8 PT scores from Smith and Stanley (1983). To demonstrate statistical significance, standard errors of the statistics were generated by Efron's bootstrap technique (Efron, 1979). It was clearly shown that the profile of the PT's g loadings could be well predicted from the RT-PT correlations for four of the RT measures. It can be concluded that RT tasks do measure general intelligence. Analysis of the errors in prediction suggested that the RTs may correlate more with fluid than crystallized intelligence.

On the search for a characteristic wisc‐R subtest profile of reading/learning disabled children

Abstract This paper evaluates the utility of the Bannatyne recategorization of WISC‐R subtest scores for diagnosing and prescribing instruction for reading/ learning disabled children. We conclude that classifying children as reading/learning disabled on the basis of their Bannatyne pattern is not warranted because few individuals previously classified as reading/learning disabled actually display the pattern. In addition, prescribing instruction on the basis of Bannatyne scores is not warranted because links between those scores and the most efficient reading instruction have not been demonstrated. Implications for practitioners and researchers are offered.

The usefulness of the Woodcock-Johnson Psycho-Educational Battery Cognitive Cluster Scores for learning disabled college students.

The Woodcock—Johnson Psycho—Educational Battery was administered to 41 learning disabled college students. A modified subtest profile was used to facilitate the examination of the pattern of subtest scores for the Cognitive Factor Cluster Scores. Results indicated that these scores should not be interpreted at face value for this population.

Application of the Split-Half WISC-R with Emotionally and Behaviorally Disturbed Children

This study examined the validity of the Hobby (1982) WISC-R Split-Half Short Form (SH) when applied to a clinical sample of emotionally and behaviorally disturbed children. Several issues pertaining to the validaton of short form tests are also examined and discussed. Long Form (LF) results based on a standard administration of the WISC-R for 106 hospitalized child and adolescent psychiatric patients were rescored according to the SH procedures. Extremely high correlations were obtained between LF and SH subtest and IQ scores, and the two test forms contained highly similar factor structures. Nevertheless, significant differences were found on all three IQs, on four of the nine subtests altered by the SH procedures, and on two of Kaufman's (1979) three intelligence factors. Also, approximately 20% of the sample showed discrepancies in the intelligence category assigned, classification of Verbal-Performance differences, and in a quantified index of subtest profile similarity. Clinicians are cautioned against routine use of SH procedures with children, particularly when emotional and behavioral disturbance may already contribute potential error variance to the intellectual assessment.

A comparison of the intertest accuracy of two short forms of the WAIS-R

The relative efficacy of two short forms of the WAIS-R with respect to accurate subtest profile scatter was examined (N = 50). The subtest scores of both the split-half Satz-Mogel (S-M) short form and the criterion referenced Modified WAIS-R (WAIS-RM) short form were found to differ significantly from full length WAIS-R subtest scores. Direct comparison of the S-M to the WAIS-RM showed the WAIS-RM to provide a closer approximation of full length WAIS-R subtest variability. Therefore, selection of the appropriate WAIS-R short form is best guided by the extent to which accuracy of inter-subtest variability is needed.

How personality relates to intelligence test performance: Implications for a theory of intelligence, ageing research and personality assessment

Previously reported findings indicate that variation of EEG evoked potential parameters is strongly related to both personality and intelligence differences (Robinson, 1982a, b). These data and the associated theory imply that personality should relate to intelligence test performance. Results are described in this report which indicate that subtest profiles obtained with the Wechsler Adult Intelligence Scale (WAIS) differ significantly for Ss scoring highest and lowest on the Extraversion (E) scale of the Eysenck Personality Questionnaire (EPQ); introverts tend to do better on the ‘Verbal’ subtests while extraverts tend to do better on the ‘Performance’ measures. Ss with middling scores on the E scale of the EPQ can also be distinguished in terms of specific WAIS profiles. In this case the results define two contrasting groups. Young male Ss with middling E scores tend to have high Psychoticism (P) and low Lie (L) scores on the EPQ as well as having distinctive WAIS profiles characterized by higher scores on subtests normally associated with a ‘Memory’ or ‘Attention-Concentration’ factor. Higher scores were also obtained by this subgroup on the Picture Arrangement and Block Design subtests which were previously shown to load a P + /L − factor. The converse is true for older female Ss who also have middling E scores. As well as demonstrating a systematic relationship between personality and intelligence test performance these data provide some further support for a model of brain-behaviour relationships proposed by Robinson. Within this theoretical framework a neurophysiologically meaningful explanation can be provided for the three major factors that reliably emerge in factor-analytic studies of the WAIS. From an applied viewpoint, the data indicate that personality differences can be assessed from performance on tests such as the WAIS. On this issue the results are discussed with particular reference to Gittinger's Personality Assessment System. Implications for ageing research are also discussed.

Test profile of cholinergic dysfunction and of Alzheimer-type dementia.

A characteristic profile of subtest scores from the Wechsler Adult Intelligence Scale (WAIS) similar to that seen in clinically tested dementia patients was found in 10 of 19 normal young adult subjects with a drug-induced cholinergic deficiency of mental functioning but in only 4 of 22 control subjects. The same subtest profile was then found in test data from two groups of consecutive dementia patients (61 and 77 patients, respectively) with research diagnoses of Alzheimer-type dementia (DAT, senile and presenile), multi-infarct, and other dementias. The profile identified 44% of testable patients with AD and was 96% specific to DAT (only two false positives). A Verbal-Performance IQ discrepancy of 15 or more points was associated with cholinergic dysfunction in the normal drug subjects, but this IQ-score discrepancy did not differentiate AD from multi-infarct dementia patients. It was concluded that the subtest profile could contribute to the differentiation of DAT from other dementias. The association of this profile with drug-induced cholinergic deficiency suggested that the cholinergic deficiency of DAT might be responsible for the intellectual changes seen in this disease.