WISC-R Full Scale IQ Research Articles

Estimating General Intellectual Functioning in Adolescents with the PPVT-R and Piat Using a Multiple Regression Approach

Multiple regression analysis was employed to determine the combination of predictor variables that would optimize prediction of WISC-R Full Scale IQ for 127 adolescents. Independent predictor variables included race, sex, age, standard score on the Peabody Picture Vocabulary Test-Revised (PPVT-R) and total test score on the Peabody Individual Achievement Test. A multiple R of .79 was achieved when all five predictor variables were entered hierarchically. A regression equation is presented which yields a more reliable estimate of intelligence than does the PPVT-R alone.

Diagnostic utility of the K-ABC and WISC-R/PIAT in determining severe discrepancy

The basic question addressed in this study was whether the discrepancies found between the Mental Processing Composite (ability component) and the Achievement subtests of the Kaufman Assessment Battery for Children (K-ABC) corresponded with the discrepancies found between the WISC-R Full Scale IQ and the PIAT subtests, or whether use of the K-ABC over the WISC-R and PIAT results in the identification of different students. The differences were evaluated using four standard score procedures for calculating a severe discrepancy. It was found that the K-ABC and WISC-R/PIAT approaches to the determination of a score difference resulted in the identification of different populations of students. The high average PIAT standard scores together with the lower subtest reliabilities appeared to be the primary source of disparity between the K-ABC and WISC-R/PIAT comparisons.

Validity of the Gifted Student Screening Scale

A major dilemma in the identification of gifted students is how effectively and efficiently to screen the general population without excluding potential candidates for gifted programs. A new instrument, the Gifted Student Screening Scale (GSSS) (Hall, 1985), offers a promising solution to the screening problem. The purpose of this investigation was to determine if the GSSS, with a validating sample of almost all middle-class and white students, could assure effective and efficient screening of students. A total of 479 fourth, fifth, and sixth graders from seven parochial schools were rated on the GSSS by their classroom teachers. A cutoff score of 50 is recommended by the author of the test; below that score a student is probably not gifted, and above it a student should be tested further for giftedness. Participants consisted of 54 students randomly selected from the pool of students whose scores clustered around the cutoff score. These 54 students were given the WISC-R by trained graduate students. Several statistical analyses were performed on the resulting data. When the students were grouped by GSSS scores into two groups (30-49 and 50-70), there was no significant difference in WISC-R scores. Discriminant analysis revealed little difference between the groups, indicating that the GSSS contributed very little to group discrimination. A one-way analysis of variance was performed on the WISC-R Full-Scale IQs of the white and nonwhite students in the sample with a result of no significant difference. These results indicate that the GSSS did not exclude any gifted student and that it is not racially biased. However, the GSSS also did not include any gifted students. It is suggested that the cutoff score of 50 may be too low for this population. Further investigation is recommended to establish a cutoff score appropriate for use with students like those included in this study.

Neuropsychological deficit and learning disability in children with psychiatric disorders: a preliminary report.

The Family Psychology Institrrts of Binghamton, IVY Based on an examination of the papers of Geschwind and Galaburda (1985), who postulated an association between learning disabilities and unilateral delays in cortical development and the research of Porter and Rourke (1985) who identified specific subtypes of socioemotional dysfunction among children with learning disabilities, an investigation of the relationship between type of psychopathology (i.e., somatic vs affective vs behavioral dysfunction) and nature of neuropsychological impairment was initiated at our Institute. The purpose of this initial study was to test the hypothesis that children displaying both academic and behavioral, affective or somatic problems would also show evidence of neuropsychological impairment. In our study were examined 42 Caucasian children (34 boys, 8 girls, with an average of 11.7 yr.) who were referred for treatment for academic problems and psychiatric disorders. Each child was evaluated via methods described by Selz and Reitan (1979). By using a criterion of performance of two years below chronologicaI age on a measure of academic achievement, The Peabody Individual Achievement Test, a WISC-R Full Scale IQ 1 90, a scaled score of at least 2 on any of the Reitan tests, and a T score of at least 70 on any of the clinical scales on The Personality Inventory for Children, 4396 of our sample (4 girls and 14 boys) displayed significant neuropsychological deficits, in addition to psychopathology and academic problems. Given the large percentage of children displaying this pattern in our preliminary study, therapists are cautioned to examine thoroughly the neuropsychological functioning of children displaying a combination of academic and psychiatric problems prior to initiating treatment.

Wisc/Wisc-r comparisons in a learning-disabled population: Equivalence of summary IQ measures

Abstract Learning-disabled children referred for neuropsychological evaluation were administered either the WISC or WISC-R in order to determine the comparability of the two tests. The results indicated no significant differences between WISC and WISC-R with respect to Verbal IQ, Performance IQ, and Full Scale IQ. Examination of groups of children exhibiting various patterns of Reading, Spelling, and Arithmetic performances on the Wide Range Achievement Test also yielded nonsignificant differences between WISC and WISC-R Verbal, Performance, and Full Scale IQs. These results suggest that the summary IQ scores of these two tests are equivalent for this population.

Comparison of WISC-R and K-ABC Regression Lines for Academic Prediction With Black and White Children

Regression lines for the prediction of group and individual achievement test scores by Wechsler Intelligence Scale for Children-Revised (WISC-R; Wechsler, 1974) Full Scale IQ and Kaufman Assessment Battery for Children (K-ABC; Kaufman & Kaufman, 1983) Mental Processing Composite were compared across race, using the Potthoff (1966) technique, for 86 black and 86 white normal students, matched on socioeconomic status, grade, school, and sex. Regression lines, using WISC-R or K-ABC IQs, did not differ significantly in predicting group achievement test scores. Significant regression line differences were found when K-ABC Mental Processing Composite, Simultaneous, and Sequential scores were used to predict K-ABC total achievement scores. No regression line differences were found when WISC-R scores predicted K-ABC achievement. Results support the use of a common regression line in the prediction of achievement scores for the two races when WISC-R Full Scale IQ and K-ABC Mental Processing Composite IQ are used t...

Comparison of the slosson intelligence test, revised norms, and WISC-R for children with learning problems and for gifted children

The Slosson Intelligence Test (revised norms) (SIT) and the WISC-R were compared in two samples of children. In the first sample, there were 34 black and 27 white rural Southeastern Alabama children being considered for special education classes. In the second sample, there were 4 black and 81 white suburban Alabama children being considered for classes for the talented and gifted. In both samples, correlations between the SIT IQ and WISC-R Full Scale IQ were significant (rs of .70 and .48, respectively). However, in the special education sample, SIT IQs were significantly higher than WISC-R Full Scale IQs by about 7 points. The results from both samples provide a moderate degree of support for the concurrent validity of the revised SIT norms, using the WISC-R as the criterion. However, the IQs on the two tests may not be interchangeable.

Comparison of PPVT-R and WISC-R in a mild/moderate handicapped sample.

The Peabody Picture Vocabulary Test-Revised, Form L was compared with the Wechsler Intelligence Scale for Children--Revised with a sample of 32 mild/moderate handicapped students (24 boys, 8 girls). Significant correlations were found between the WISC-R Full Scale IQ (.46) and the WISC-R Verbal IQ (.50) and the PPVT-R, but no significant correlation was found between the WISC-R Performance IQ and the PPVT-R (.34). Mean scores on the PPVT-R and WISC-R were significantly different.

An epidemiologic approach to screening gifted students utilizing WISC-R subtests

Full WISC-R evaluations of students who are referred to a gifted program, but who do not meet placement criteria, have become a drain on the resources of many school districts. A screening formula for gifted students, utilizing three WISC-R subtests (VO-BD-SI), was evaluated using traditional epidemiologic techniques. The screen was applied to the records of 200 students who had been referred for a gifted program and received complete WISC-R batteries. Screen results were compared to actual placement of the 200 subjects based on a WISC-R Full Scale, Verbal, or Performance IQ of 130 or more. Measures of sensitivity, specificity, and predictive value of the screen were determined. The screen correctly detected the majority of gifted students and could have major implications in terms of cost effectiveness and professional time management.

Early Identification of the Gifted and Talented

Given the recognized importance of early identification of and educational intervention for the gifted and talented, the present study examined the predictive validity of the STAR (Screening Test for Academic Readiness) as well as decision-making accuracy that could be expected if the STAR were used as one screening tool in the identification process. For a sample of 74 students referred for assessment, 28 of whom were ultimately placed in gifted and talented programs and 46 of whom failed to qualify for special educational placement, the results of the regression analysis indicated that prekindergarten STAR scores significantly predicted WISC-R Verbal, Performance, and Full Scale IQ scores obtained several years later. From a decision-making standpoint, the results indicated that a 72% accuracy rate would have resulted had later placement of students been based upon prekindergarten STAR scores alone.

A longitudinal study of the Stanford-Binet and WISC-R with special education students

A group of 95 black and 52 white low socioeconimic children assigned to special education calsses were initially given the Stanford-Binet (1972 norms) and three years later the WISC-R. Correlations between the Stanford-Binet and WISC-R Full Scale IQs were significant in both ethnic groups, with r=.60 for the total group. Correlations between the Stanford-Binet and WISC-R subtests also were generally signiificant (rs between .29 and .52 for the total group). Stanford-Binet and WISC-R Full Scale IQs did not differ significantly. For this sample of special education children, the Stanford-Binet was found to have satisfactory predictive validity.

The use of the Leiter International Performance Scale with autistic children.

This paper discusses the advantages and disadvantages of using the Leiter International Performance Scale with autistic children and presents the results of a study comparing the performance of 18 autistic children on the Wechsler Intelligence Scale for Children-Revised and the Leiter. The results showed a high positive correlation between the WISC-R full scale IQ, the WISC-R performance IQ, and the Leiter IQ. There was no significant difference between the mean Leiter IQ and the mean WISC-R performance scale IQ, but there was a significant difference between the mean Leiter IQ and the mean WISC-R full scale IQ. There was a low correlation between the WISC-R verbal IQ and the Leiter IQ, and the means were significantly different. Reading attainment scores correlated positively with both the WISC-R IQ and the Leiter IQ.

Use of the WISC-R and K-ABC with learning disabled, borderline mentally retarded, and normal children

The aim of this investigation was to examine normal (N = 34), learning disabled (N = 34), and borderline mentally retarded (N = 33) children's performance on the WISC-R and K-ABC. Results revealed no significant differences between the WISC-R Full Scale IQ and K-ABC Mental Processing Composite by group (F = 0.7, p > .15). The Full Scale IQ and Mental Processing Composite standard score correlated .85 for the entire sample, and all other subscale correlations ranged from .65 to .90 (all significant at p < .001). Analysis of Verbal-Performance, Mental Processing-Achievement, and Simultaneous-Sequential discrepancy means by group revealed no significant differences in comparison to normative values. Subtest patterns analysis revealed high rank order correlations between the learning disabled and mentally retarded groups, but lower correlations between the exceptional and normal groups. Implications of these findings are discussed.

IQ = 69 = mildly retarded?: Factors influencing multidisciplinary team recommendations on children with FSIQs between 63 and 75

Discriminant analysis was used to examine factors that influenced the educational diagnoses of a sample of 80 referred students in grades 1 to 6. All students had WISCR Full Scale IQs between 63 and 75, which includes the range of scores that is ±2 SEm around the cutoff value of 69 used by the student's school district to define the upper limit of the mildly retarded classification. The results indicate that the recommendations made by the multidisciplinary teams were associated primarily with the level of the Full Scale IQ.

Correlations of Scores on the Developing Cognitive Abilities Test and the Wechsler Intelligence Scale for Children—Revised for Intellectually Gifted Students

The Spatial Ability area of the Developing Cognitive Abilities Test gave small correlations of .22 with the WISC-R Performance IQ and .32 with the WISC-R Full Scale IQ for 77 intellectually gifted students in Grades 5 to 8. Other correlations among measures were negligible.

Learning Disabled Children's Performance on the Kaufman Assessment Battery for Children: A Concurrent Validity Study

The aim of this investigation was to determine the concurrent validity of the Kaufman Assessment Battery for Children (K-ABC) with the WISC-R, PIAT, and WRAT. Results indicated a significant difference ( t = 2.8, p &lt; .01) between the mean K-ABC Mental Processing Composite (88) and mean WISC-R Full Scale IQ (93) despite significant high correlations among these scores. The mean K-ABC Achievement score (85) did not differ significantly from the average PIAT Total or any of the subtests on the WRAT. Implications of these findings are discussed.

Comparison of Scores for Intellectually Gifted Students on the Wechsler Intelligence Scale for Children—Revised and the Stanford Binet

Since the revision, of the Wechsler Intelligence Scale for Children (6) and the Sranford-Binet (5), a number of studies have been conducted to determine the merits of both tests for selected samples of normal and exceptional children (1, 2, 3, 4). There is a need to establish the similarity of the measures with .students of high ability. The present study provides information on the relationship of the WISC-R and the Stanford-Binet for intellectually gifted students. The sample of 76 gifted students (37 males, 39 females) were from Grades 3 m G in 3 southern school system of approximately 6500 students. The tests were administered by qualified examiners. The eligibility for programs for the gifted was based on the state guidelines of an IQ of 120 or above on either the WISC-R or the StanfordBinet. Following are the students' descriptive data for the two instrumens: Binet IQ, M = 131, SD = 10.2; WISGR Verbal IQ, M = 128, SD = 10.4; WISCR Performance IQ. M = 121, SD = 10.9; WISC-R Full Scale IQ, M = 127, SD = 9.0. Ages ranged from 6.7 to 16.4 yr. (M = 11.5, SD = 4.33). A significant small positive Pearson correlation was obtained between the Scanford

Relationship among IQ, time needed for learning, and retention in children referred for behavior problems.

Peabody, Slosson, and WISC-R IQs were compared for 156 fourth- and fifth-grade boys, who were assigned to one of four groups based on behavior problems consistently exhibited in the classroom. On the average, Peabody and Slosson scores overestimated WISC-R Full Scale IQs by 10 points. Test performance was also correlated with a measure of time to learn, i.e., the number of trials needed to learn a unit of school-related material to 100% accuracy, and a measure of retention of the learned material. WISC-R IQs were generally more strongly related to time to learn than either Peabody or Slosson scores. The intercorrelations among these measures did not vary appreciably as a function of the children's primary behavioral characteristic.

Intratest and Intertest Reliability and Stability of the Wisc, Wisc-R, and Wais Full Scale Iqs in a Mentally Retarded Population

The reliability and stability of the Full Scale IQ scores of retarded adolescents and young adults on 3 Wechsler Scales were measured. For mean retest intervals ranging from about 1.75 to 3.5 years, intratest reliability and constancy were reasonably good, although a significant rise in mean IQ was found for the WISC-R retest. Intertest reliability was also inadequate, but intertest constancy was not. The mean WISC-R IQ was significantly lower than the mean WISC IQ, and both were dramatically lower than the mean WAIS IQ. Comparisons are made with previous findings and implications of these results are discussed.

Stability and Concurrent Validity of the Peabody Individual Achievement Test

The present study investigated the stability and concurrent validity of the Peabody Individual Achievement Test. The sample of 36 children were of below average intelligence and were either referred for or placed in special educational programs. Good reliability coefficients were noted over a 12-mo. period (Median R = .61; Total Test R = .58) as well as significant correlations with the WISC-R Verbal and Full Scale IQs. Implications of these findings are discussed.