Wechsler Intelligence Scale For Children-Revised Research Articles

A Comparison of Wisc and Wisc-R Scores of Sixth Grade Students: Implications for Validity

Fifty-nine sixth-grade volunteers, 32 males, 27 females, 10 blacks, 49 whites were administered both the Wechsler Intelligence Scale for Children (WISC) and the Wechsler Intelligence Scale for Children-Revised (WISC-R). Each student was tested in two separate sessions by the same examiner. The students were randomly divided into two groups with one group administered the WISC first and the other administered the WISC-R first. The scores of both groups were combined to form the Total Group. In the Total Group, the mean WISC-R Verbal Scale (VS) and Full Scale (FS) IQ scores were significantly lower than the corresponding mean WISC IQ scores. Although the differences between WISC and WISC-R mean IQ scores were not so great as those found by some other investigators, the findings do support previous research which has revealed the mean WISC-R FS scores to be lower than mean WISC FS scores. However, the correlation coefficients between the WISC and WISC-R for all three IQ scores were significant. Thus, the two instruments do appear to be measuring similar abilities.

Correlations and factor analysis of the WISC-R and the Peabody Picture Vocabulary Test for an adolescent psychiatric sample.

Wechsler Intelligence Scale for Children-Revised (WISC-R) and Peabody Picture Vocabulary Test (PPVT) scores of adolescent psychiatric patients were correlated and factor analyzed. The purposes were to explore the factor structure of these scores among a psychiatric sample for comparison with other samples in the literature and to determine whether the PPVT adds sufficient information to an intellectual assessment battery. Three factors emerged that were similar to previously reported factors using other subject samples. The PPVT loaded heavily on the factors emerging from the WISC-R, suggesting that the PPVT adds little to information gained from the WISC-R. The purposes of this study were to explore the factor structure of the Wechsler Intelligence Scale for Children-Revised (WISC-R) with an adolescent psychiatric sample and to compare the factor pattern of this sample with those patterns of normal (Kaufman, 1975) and retarded children (Van Hagen & Kaufman, 1975). Other purposes were to investigate the intercorrelations among the Peabody Picture Vocabulary Test (PPVT) IQ and the WISC-R subtest and summary scores, and to determine whether the PPVT is adding sufficient information to an intellectual assessment battery. The usefulness of the PPVT for predicting Wechsler Intelligence Scale for Children or WISC-R IQs is questionable (Appelbaum & Tuma, 1977; Condit, Lewandowski, & Saccuzzo, 1976). The WISC-R (including Digit Span) and the PPVT Form B (PPVT-B) were administered to 100 adolescents under inpatient or outpatient psychiatric care at the Lafayette Clinic, Detroit, Michigan, by trained examiners. Fifty-two of the adolescents were male, and 48 were female; 68 were white, and 32 were nonwhite; and their ages ranged from 10 years 9 months to 15 years It months (M = 14 years 2 months, SD = 1 year 1 month). The overall mean WISC-R IQ was 90.59 (SD= 17.39), and the mean PPVT IQ was

Intercorrelations of the Wechsler Intelligence Scale for Children—Revised, the Slosson Intelligence Test, and the National Educational Developmental Test

For a primary middle-class Caucasian sample of 16 girls and 17 boys ( N = 33) enrolled in a secular private school in Clarksville, Tennessee Pearson, product-moment correlations were computed between the Slosson Intelligence Test (SIT) and the Wechsler Intelligence Scale for Children—Revised (WISC-R) Full Scale, Verbal, and Performance scores, and between National Educational Development Test (NEDT) scores and (a) WISC-R Full Scale and (b) SIT IQ scores. The coefficients obtained were, respectively, .79, .82, .50, .77, .77, all of which were significant beyond the .01 level.

Intellectual characteristics of school labeled learning disabled children.

Over 200 school labeled learning disabled children enrolled in 23 classrooms for the learning disabled were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R). Results indicated that 37% of the children tested did not meet the single most generally agreed upon requisite for learning disabled classification, which is that of a normal level of intellectual functioning. However, regardless of the relative level of intellectual functioning, mean Performance IQ's were significantly greater than mean Verbal IQ's. Moreover, there was marked (and statistically reliable) heterogeneity among mean subtest scaled scores, although children with normal and subnormal intelligence exhibited similar patterns of WISC-R subtest scores.