Wechsler Intelligence Scale For Children-Third Edition Research Articles

Relationship of Cognitive Functioning and Aggressive Behavior with Emotionally Disabled and Specific Learning Disabled Students

This study investigated the relationship between cognitive functioning and Emotionally Disabled (ED) and Specific Learning Disabled (SLD) students' aggressive behavior. Secondarily, it was of interest to examine the two groups' academic functioning and social factors related to aggressive behavior. Data were analyzed using initial and most recent Wechsler Intelligence Scale for Children, Third Edition (WISC-III) scores and Woodcock—Johnson—Revised (WJ-R) scores obtained from students' special education folders. District discipline records and local juvenile court records were searched for documentation of participants' aggressive conduct disorder (CD) behavior. The sample consisted of 322 special education students from an urban school district in the American Southwest. Of this sample, 168 students had been previously identified as ED and 154 as SLD. Seventy percent were males and 30% were females, which approximated the gender distribution of the district's special education population. The ethnic distribution of the sample included White (67%), Hispanic (24%), Black (7%), and other (2%), which was representative of both the district and its special education population. Results indicated that ED and SLD students identified as aggressive demonstrated significantly lower initial WISC-III Verbal IQ scores in comparison to their initial Performance IQ scores. However, this relationship was not observed in subsequent testing. ED students demonstrated a significant decrease in WISC-III Full Scale IQ scores when initial and most recent scores were compared. In addition, aggressive ED students demonstrated a significant decrease in WISC-III Verbal IQ scores. Also, both aggressive ED and aggressive SLD students demonstrated a significant decrease in WJ-R Broad Math scores whereas nonaggressive students' scores showed no significant change. Furthermore, aggressive behavior was negatively related to families' social status; students from single-parent households had a significantly higher incidence of reported aggressive behaviors. No relationship between aggressive behavior and either ethnicity or gender was found.

Reliability and Validity of Wechsler Intelligence Scale for Children­Third Edition (WISC-III) in Iran

The purpose of this study is to adapt, normalize and to determine reliability and validity of W1SC-. At adaptation stage, 835 students were selected through a systematic random sampling from 30 schools, after completion the test, suitable items were chosen according to Iranian culture. Then. at normalizing stage, 2456 boys and girls were selected through a systematic random sampling from 72 educational departments. The results showed thai the reliability coefficients is higher than 0.95 and the validity is high the WJSC-111 has sufficient and satisfied reliability and validity in Iranian students. Key Words: reuability, validity, and wisc

Assessing giftedness with the WISC‐III and the SB‐IV

AbstractThe Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Stanford‐Binet Intelligence Scale–Fourth Edition (SB‐IV), were administered to 20 gifted children and 20 non‐gifted children to examine the extent of the difference in IQ scores obtained on the two tests and whether order effects were present. Results show that the SB‐IV Composite Score was significantly higher than the WISC‐III Full Scale IQ for both groups. However, for the gifted group, unlike the non‐gifted group, this difference achieved significance only when the SB‐IV was administered first. When either IQ test was administered to the gifted students for the first time, without the confound of a learning influence, there was no significant difference in mean scores. However, when both tests were administered, it was found that the SB‐IV influenced the WISC‐III Full Scale IQ in a downward direction whereas the WISC‐III influenced the SB‐IV Composite Score in an upward direction. © 2002 Wiley Periodicals, Inc.

Analyzing Digit Span Components for Assessment of Attention Processes

The Digit Span (DS) subtest of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) is thought to be a measure of attention, concentration, sequencing, number facility, and auditory short-term memory. An optional WISC-III subtest and part of the Freedom from Distractibility (FD) factor, DS assesses several cognitive constructs, yet its utility in differential diagnosis has been questioned because poor DS or FD performance has been inconsistently associated with attention processes. In this study of 195 children referred for comprehensive neuropsychological evaluations, Digits Forward (DF) and Digits Backward (DB) component scores were found to be differentially predictive of attention, executive function, and behavior rating measures. Results suggest that DB is associated with attention and executive function processes, not the short-term rote auditory memory processes tapped by DF.

The Guide to the Assessment of Test Session Behavior: Validity in Relation to Cognitive Testing and Parent-Reported Behavior Problems in a Clinical Sample

Examined the validity of the Guide to the Assessment of Test Session Behavior (GATSB) in a clinical sample. The GATSB is a structured and standardized measure that was normed on the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) standardization sample. The purpose of this study was to extend validity research on the GATSB to cognitive measures other than the WISC-III and to parent-reported child behavior problems. Test observations were taken for 122 children ages 6 to 16 years who were referred to an outpatient psychology clinic for psychoeducational evaluations. GATSB scores demonstrated a moderate relation with general indexes from the WISC-III, the Woodcock-Johnson Psychoeducational Battery-Revised (WJ-R), and the Wide Range Assessment of Memory and Learning (WRAML), but displayed low magnitude correlations with the Child Behavior Checklist (CBCL). These results expand existing data supporting the validity of the GATSB and suggest that it may be fruitfully adopted into a clinic setting.

Verbal Cognitive Functioning and Learning in Girls Treated for Acute Lymphoblastic Leukemia By Chemotherapy With or Without Cranial Irradiation

Neuropsychological problems have frequently been reported following treatment of Acute Lymphoblastic Leukemia (ALL), however, partly because of the heterogeneity of the previously studied samples, the specific nature of these deficits is still a matter of debate. These problems, however, appear to be related more to the combination of cranial radiation therapy (CRT) and intrathecal chemotherapy (ITC) than to ITC alone. In this study, we evaluated a homogenous group of l9 girls between the ages of 7 and 11 years, 30 months after the completion of treatment. Nine received cranial radiation and chemotherapy and 10 were treated with chemotherapy alone. The patients were compared to 10 normal healthy controls. Neuropsychological tests included the Wechsler Intelligence Scale for Children-Third Edition (WISC-III), the California Verbal Learning Test-Children's Version (CVLT-C), and the Calculation and Passage Comprehension subtests of the Woodcock-Johnson Psycho-Educational Battery-Revised. Results confirmed the presence of a verbal learning deficit in ALL girls treated with the combination of ITC and CRT. The ITC and CRT group scored significantly lower than the healthy controls on the Passage Comprehension subtest and on 5 of the 6 verbal subtests of the WISC-III. Furthermore, compared to nonirradiated patients and healthy normal controls, the ITC and CRT group was impaired on the Freedom from Distractibility index of the WISC-III, indicating an auditory-verbal attention deficit. On the CVLT-C, the ITC and CRT group was particularly impaired on the second half of the learning trials compared to the other two groups, showing a plateau in their performance. The ITC group was not different from the healthy control group, suggesting a less detrimental effect of the ITC alone on verbal abilities. Globally, these results indicate a deficit affecting auditory attention and verbal learning in girls who receive ITC and CRT, which may suggest the necessity for special educational assistance for these children.

Confir Rmatory Factor Analysis of the WISC-III for Students with Learning Disabilities

This study conducted confirmatory factor analyses to examine 12 competing models that attempt to explain the underlying latent constructs measured by the Wechsler Intelligence Scale for Children-Third Edition (WNISC-III) in a sample of 1,201 students with learning disabilities (721 White and 480 Nonwhite). Models were selected based upon theoretical explanations of the WISC-III factor structure as well as from previously conducted empirical research conducted on the W7ISC-III normative sample and with independent samples of students with exceptionalities. For both White and Nonwhite groups, four models could not be statistically distinguished from one another based upon overall fit statistics. Plausible models included the traditional first-order four-factor oblique structure of the standardization sample, the hierarchical second-order model with four first-order factors favored by Keith and Witta (1997), a bifactor second-order model with four first-order factors described by Gustafsson and Undheim (1996), and a bifactor second-order model with three first-order factors. Current results add to a growing body of evidence suggesting that WISC-III Verbal Comprehension, Perceptual Organization. and Processing Speed factors are robust across samples but the Freedom from Distractibility factor demonstrates tenuous construct validity.

Rater Agreement on IQ and Achievement Tests: Effect on Evaluations of Learning Disabilities

Protocols from 110 evaluations utilizing the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the Woodcock/Johnson Tests of Achievement-Revised (W/J-R) were scored by two different raters to determine (a) whether subtests with more difficult levels of scoring yield lower interrater correlation coefficients, (b) whether scoring errors on subtests affect broad score estimates, (c) the effect of expertise of rater on scoring errors, and (d) whether scoring errors affect a learning disability determination based on IQ/achievement discrepancy. Scoring errors were found on almost 25% of Comprehension and Vocabulary subtests; however, the effect of these scoring errors was minimal. About 42% of Writing Samples subtests had scoring errors, resulting in a mean change of 1.75 points on the Broad Written Language Cluster subtest. On the WISC-III, but not the W/J-R, there were significantly more errors made by inexperienced testers. Scoring errors resulted in two cases in which learning disability determination would be changed. Overall, the study corroborates previous findings of strong interrater reliability on most subtests of common IQ and achievement tests and indicates that novice scorers are not likely to make scoring mistakes that will significantly impact an IQ/achievement discrepancy-based documentation of learning disability.

Factor Structure of the Wechsler Intelligence Scale for Children–Third Edition among Gifted Students

Factor analysis was applied to the Wechsler Intelligence Scale for Children–Third Edition (WISC-III) scores of 505 gifted students to evaluate the construct validity of the WISC-III with this population. Multiple criteria were used to determine the number of factors to retain for principal axis extraction. A two-factor solution that roughly mirrored the verbal comprehension and perceptual organization factors of the WISC-III normative sample appeared to be most supportable. Arithmetic, Picture Arrangement, and Coding subtests failed to contribute to this solution. These results are consistent with the hypothesis that subtests that emphasize speed of responding are not valid for gifted children and suggest that an alternative WISC-III composite score, the General Ability Index, may be a better summary of ability for gifted students.

Utilizações da WISC-III na avaliação neuropsicológica de crianças e adolescentes

Este texto pretende evidenciar os principais contributos da Terceira Edição da Escala de Inteligência de Wechsler (WISC-III) para a avaliação neuropsicológica de crianças e adolescentes. Alguns indicadores são objeto de exploração: Quociente Intelectual da Escala Completa, Quociente Intelectual verbal, Quociente Intelectual de realização, discrepância(s) entre QIv e QIr, Índices Factoriais, análise por subteste,variabilidade inter-testes, formas reduzidas, avaliação do nível de funcionamento cognitivo pré-mórbido, testes neuropsicológicos e funções psicológicas examinadas a partir da WISC-III. Neste contexto, são revistos alguns dos principais estudos com grupos clínicos de crianças com lesão cerebral traumática, cancro, espinha bífida, hidrocefalia, epilepsia. É feita uma referência breve ao futuro próximo da investigação relativa à utilização neuropsicológica da WISC-III.

Is it appropriate to use United States norms to assess the “intelligence” of Australian children?

The present study investigates whether it is appropriate to use United States (U.S.) normed childhood intelligence tests in Australia in the context of rising IQ in both countries. Australian mean or median performance was analysed against U.S. norms for the Wechsler Intelligence Scale for Children — Third Edition (WISC-III), the Stanford Binet Intelligence Scale — Fourth Edition (SB-IV), the Standard Progressive Matrices (SPM) and Coloured Progressive Matrices (CPM). Comparisons were adjusted for the “Flynn effect” to equate the U.S. and Australian normative studies for date of standardisation. The analysis revealed that Australian children under the age of 15 may obtain somewhat higher IQ scores than comparably aged U.S. children. Furthermore, findings indicated that the use of U.S. norms for testing Australian children with the WISC-III and SB-IV may result in the misclassification of a number of Australian children soon after the publication of these tests; the use of the WISC-III and SB-IV U.S. norms in Australia in the year 2002 may result in the misclassification of a large number of Australian children. Implications of the current findings for Australian psychologists are discussed.

Concurrent validity of the Slosson full‐range intelligence test: Comparison with the Wechsler intelligence scale for children–third edition and the Woodcock Johnson tests of achievement–revised

AbstractThis study examined the concurrent validity of the Slosson Full‐Range Intelligence Test (S‐FRIT) by comparing S‐FRIT scores to the scores of the Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Woodcock‐Johnson Tests of Achievement–Revised (WJ‐R). Data from 123 elementary students' screening and psychological testing results were examined. Results revealed that the S‐FRIT scores were more related to overall intelligence, verbal, and math abilities than nonverbal intelligence, reading, or written language abilities. Further, it was found that 89% of the participants' S‐FRIT Full‐Range IQ scores fell within one standard deviation of their WISC‐III FSIQ scores, with an average discrepancy of 7.6 points. Discrepancies between S‐FRIT and WISC‐III scores were also examined by educational diagnostic categories and ability levels. Limitations and suggestions for future research are provided. © 2002 John Wiley & Sons, Inc.

The frequence of reliable component difference scores for the Wechsler Intelligence Scale for Children—Third Edition in two samples.

The cumulative percentage frequencies are presented for differences among reliable component analysis (RCA) scores for the verbal comprehension, perceptual organization, freedom from distractibility, and processing speed constructs assessed by the Wechsler Intelligence Scale for Children--Third edition (WISC-III) for the standardization sample and a learning disabled sample. Using RCA scores to form differences has several advantages over traditional equally weighted scores for the WISC-III. J. C. Caruso and N. Cliff (2000) presented tables to assess the statistical significance of differences among the RCA scores for the WISC-III. It is important, however, to use a dual approach in interpreting difference scores; both the statistical significance of a difference and the frequency with which it occurred in a relevant comparison group should be determined. This article contains the information necessary for practitioners to use the recommended dual approach to interpreting RCA difference scores for the WISC-III.

Differential Item Functioning in the Wisc-III: Item Parameters for Boys and Girls in the National Standardization Sample

The Wechsler Intelligence Scale for Children–Third Edition (WISC-III) is the most widely used test of intelligence in the world. However, the manual for the WISC-III provides insufficient detail regarding the detection of differential item functioning (DIF). The WISC-III national standardization sample ( N = 2,200) was used to investigate DIF in six WISC-III subtests. After fitting two parameter logistic and graded response models to the data, items were tested for DIF using the item response theory likelihood ratio DIF detection method. Of the 151 items studied, 52 were found to function differently across groups. The magnitude of the DIF was also considered by examining (a) parameter differences between groups and (b) root mean squared probability differences. Because the scores of boys and girls may be composed of different items systematically scored as correct, their IQs cannot be assumed to have the same meaning. Further investigations of item content bias are recommended.

Factor Structure of the French Adaptation of the WISC-III: Three or Four Factors?

The standardization of the French version of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) was conducted after a careful French adaptation from the U.S. version and extensive field testing. The standardization sample size was 1,120 participants with an age range from 6 years to 16 years. To check the constructive validity of the WISC-III, the same exploratory and confirmatory factor analysis than those used for the validation of the U.S. version was performed. The 4-factor solution found with the U.S. WISC-III was tested. With the French WISC-III, this solution did not fit the data and was very unstable across the age range. A 3-factor solution seemed a better one. According to the factor loadings, the 2 first factors can be called Verbal Comprehension and Perceptual Organization. Two subtests have their highest loading on the third factor: Coding and Symbol Search. This factor can be seen as a measure of the processing speed. However, further research is still needed to clarify the significance of this factor and to understand the difference we observed between the French and the U.S. factor structures.

Long-term Stability of the Wechsler Intelligence Scale for Children–Third Edition among Students with Disabilities

Long-term stability of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) was investigated for children with specific learning disability (SLD), serious emotional disability (SED), and mental retardation (MR). Participants were 522 students from 33 states twice evaluated for special education eligibility over a mean test-retest interval of 2.87 years. There were no differential effects of disability groups on long-term stability coefficients. Stability coefficients for Full Scale IQ (FSIQ) scores were acceptable for all three disability groups. Of the global IQ and Index scores, only the Freedom from Distractability Index, Processing Speed Index, and Verbal IQ-Performance IQ discrepancy score stability coefficients were inadequate. Subtest stability was also inadequate. Mean changes from first testing to second testing for IQ and Index scores were not significant and the two significant subtest changes were not clinically meaningful due to small effect sizes. Individual change scores revealed that only the FSIQ was sufficiently stable for use with individual students with SLD, SED, or MR. Results extended those of Canivez and Watkins (1998, 1999) supporting long-term stability for the WISC-III.

Longitudinal factor structure of the WISC‐III among students with disabilities

AbstractIf the factor structure of a test does not hold over time (i.e., is not invariant), then longitudinal comparisons of standing on the test are not meaningful. In the case of the Wechsler Intelligence Scale for Children‐Third Edition (WISC‐III), it is crucial that it exhibit longitudinal factorial invariance because it is widely used in high‐stakes special education eligibility decisions. Accordingly, the present study analyzed the longitudinal factor structure of the WISC‐III for both configural and metric invariance with a group of 177 students with disabilities tested, on average, 2.8 years apart. Equivalent factor loadings, factor variances, and factor covariances across the retest interval provided evidence of configural and metric invariance. It was concluded that the WISC‐III was measuring the same constructs with equal fidelity across time which allows unequivocal interpretation of score differences as reflecting changes in underlying latent constructs rather than variations in the measurement operation itself. © 2001 John Wiley & Sons, Inc.

Intelligence or Misorientation? Eurocentrism in the WISC-III

Intelligence testing with children of African descent has a turbulent history. Cultural biases in test content, administration, and standardization procedures have resulted in inappropriate diagnostic classifications for many African American children. Yet, intelligence testing continues to enjoy widespread clinical practice, and the Wechsler Intelligence Scale for Children—Third Edition (WISC-III) is one of the most popular tests. This article examines the Eurocentric basis of the test and reveals the WISC-III’s antagonistic and incompatible relationship to an Africentric conception of intellectual and mental health.

The frequence of reliable component difference scores for the Wechsler Intelligence Scale for Children--Third Edition in two samples.

The cumulative percentage frequencies are presented for differences among reliable component analysis (RCA) scores for the verbal comprehension, perceptual organization, freedom from distractibility, and processing speed constructs assessed by the Wechsler Intelligence Scale for Children--Third edition (WISC-III) for the standardization sample and a learning disabled sample. Using RCA scores to form differences has several advantages over traditional equally weighted scores for the WISC-III. J. C. Caruso and N. Cliff (2000) presented tables to assess the statistical significance of differences among the RCA scores for the WISC-III. It is important, however, to use a dual approach in interpreting difference scores; both the statistical significance of a difference and the frequency with which it occurred in a relevant comparison group should be determined. This article contains the information necessary for practitioners to use the recommended dual approach to interpreting RCA difference scores for the WISC-III.

Relation Between Kaufman Brief Intelligence Test and WISC-III Scores of Children with RD

Concurrent validity of the Kaufman Brief Intelligence Test (K-BIT) with the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) was evaluated, as well as the K-BIT's accuracy as a predictor of WISC-III scores, in a sample of young children with reading disabilities. The two measures were administered to 65 children from Atlanta, Boston, and Toronto who ranged from 6-5 to 7-11 years of age at testing. Correlations between the verbal, nonverbal, and composite scales of the K-BIT and WISC-III were .60, .48, and .63, respectively. Mean K-BIT scores ranged from 1.2 to 5.0 points higher than the corresponding WISC-III scores. Standard errors of estimation ranged from 10.0 to 12.3 points. In individual cases, K-BIT scores can underestimate or overestimate WISC-III scores by as much as 25 points. Results suggest caution against using the K-BIT exclusively for placement and diagnostic purposes with young children with reading disabilities if IQ scores are required.