Wechsler Intelligence Scale For Children-Third Edition Research Articles

Validity of the Kaufman Brief Intelligence Test (K-BIT) in Children with Traumatic Brain Injury

The concurrent and construct validity of the Kaufman Brief Intelligence Test (K-BIT) was evaluated in a sample of 47 children with traumatic brain injury (TBI). When K-BIT standard scores were compared to Wechsler Intelligence Scale for Children-Third Edition (WISC-III) IQ scores, correlations ranged from .32 to .79, and standard errors of estimation ranged from 6.87 to 10.39. Correlations with length of coma were not statistically significant for any of the K-BIT indexes, whereas such correlations were statistically significant for several of the WISC-III indexes. It is concluded that great caution is needed in the utilization of the K-BIT in the context of pediatric neuropsychological assessment, particularly with children with TBI.

Validity of the Kaufman Brief Intelligence Test

Concurrent validity of the Kaufman Brief Intelligence Test (K-BIT) with a sample of elementary- and middle-school students referred for multidisciplinary evaluations in a public school setting is presented. All correlations between the K-BIT and the Wechsler Intelligence Scale for Children–Third Edition (WISC-III) were significant. Correlations ranged from .36 ( r2 = .10) to .87 ( r2 = .75), Mr = .71 ( Mr2 = .50). K-BIT Vocabulary-Matrices discrepancy scores accounted for a significant but small proportion (13%) of the variability in WISC-III VIQ-PIQ discrepancies, but kappa ( k) coefficients for these discrepancies indicated that agreement was generally no better than chance. The K-BIT appears to be a promising general intellectual screening instrument when more comprehensive assessment is not possible or needed, but interpretation is best left at the IQ Composite level for the present time.

A comparison between WISC-III and WISC-R scores for learning disabilities reevaluations.

This study examined differences between Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and Wechsler Intelligence Scale for Children-Revised (WISC-R) scores for 40 students with learning disabilities (LD) at the time of their triennial reevaluations. WISC-III Full Scale, Verbal, and Performance IQs were significantly lower than comparable WISC-R IQs by approximately one-third to one-half of a standard deviation. Correlations among the IQ scores were moderate to moderately strong. Implications of these findings for LD reevaluations are discussed.

Comparative three-factor solutions of the WISC-III and WISR-R at 11 age levels between 6- [formula omitted] and 16- [formula omitted] years

The Wechsler Intelligence Scale for Children, Third Edition (WISC-III) was factor analyzed at ages 6 1 2 through 16 1 2 years of age (n = 200 per age group). The study replicated analyses conducted by Kaufman (1975) with the WISC-R using comparable subtests across the two scales. As in the WISC-R study, a three-factor structure emerged as consistent across the age range of the WISC-III: Verbal Comprehension, Perceptual Organization, and Freedom from Distractibility. The results of the study are discussed in terms of their clinical utility with useful statistics for the interpretation of the WISC-III presented.

Comparative three-factor solutions of the WISC-III and WISR-R at 11 age levels between 6-1/2 and 16-1/2 years

The Wechsler Intelligence Scale for Children, Third Edition (WISC-III) was factor analyzed at ages 6 12 through 16 12 years of age (n = 200 per age group). The study replicated analyses conducted by Kaufman (1975) with the WISC-R using comparable subtests across the two scales. As in the WISC-R study, a three-factor structure emerged as consistent across the age range of the WISC-III: Verbal Comprehension, Perceptual Organization, and Freedom from Distractibility. The results of the study are discussed in terms of their clinical utility with useful statistics for the interpretation of the WISC-III presented.

The WISC-III: A reality check

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.