WISC-R Full Scale Research Articles

DOES BREASTFEEDING AFFECT IQ AT 9 AND 10 YEARS OF AGE? † 635

As part of the 1988 National Institute of Child Health and Human Development school-based survey of two metropolitan Washington, D.C. counties to identify children in the 1978 to 1979 birth cohort who had been exposed to the chloride deficient formulas Neo-Mull-Soy and Cho-Free during infancy, information on breast feeding was also obtained. We thus asked the question, does breastfeeding among children who had been provided soy formulas during infancy affect general health and cognitive development 9 and 10 years later. There were 213 children who received no breastfeeding (NBF) and 420 children who were breastfed (BF). The median duration of breastfeeding was 124 days with an interquartile range of 42 to 248 days. There were no differences in birth weight, gender, or race between the BF vs NBF. The mean WISC-R Full Scale IQ score was 121.0±14.6 among the BF and 117.5±14.7 among the NBF (p=0.005). There were several socioeconomic differences between the two groups. BF children had mothers and fathers with higher levels of education and higher incomes. Following adjustment by regression analysis for these factors, the WISC Full Scale IQ scores were no longer different(p=0.326). On questions that ranged from areas of information on acute ear infections to the occurrence of food allergies, no differences were observed between the two groups. These data fail to document an effect of breastfeeding on cognitive development at 9 to 10 years of age after soceioeconomic status is taken into account. In addition no differences were observed in reported health outcomes. Limitations of this analysis include the fact that these data were obtained from a highly select group of children provided soy formulas during infancy.

Thyroid hormone and attention in congenital hypothyroidism.

To determine in school-age children with congenital hypothyroidism: (i) frequency of a high thyroxine/high thyrotropin profile; (ii) relations between different levels of thyroxine and thyrotropin and attentional function, and (iii) persistence of effects. Retrospective analysis of an inception cohort. Clinical psychology laboratory in tertiary pediatric hospital. Eighty-six 7 year olds identified with congenital hypothyroidism by newborn screening, who were participating in a long-term prospective study. Wechsler Intelligence Scale for Children-Revised (WISC-R) and Wide Range Achievement Test-Revised (WRAT-R) were administered. WISC-R Full Scale, Verbal and Performance IQs were obtained as well as scores on individual subtests, and three ability composites. Freedom from Distractibility (FFD) served as the indicator of attention. 9.3% of 7 year olds had elevations of both T4 and TSH. These children scored significantly higher on word knowledge and spelling but had significantly lower Digit Span and FFD scores than those in groups with other hormone combinations. Level of thyroxine was the primary predictor of attention, accounting for 10.5% of the variance. Among 9 year olds, 6.1% had T4 and TSH elevations, and although they also scored lowest on FFD, these were not the same children with T4 and TSH elevations at age 7. These results signify that a high T4/high TSH profile contributes to poorer attention. Because the individual children who showed the effect were not the same at the two ages, this suggests that thyroid hormone appears to play a role in regulating attention but does not indicate resistance.

Prediction of group membership in developmental dyslexia, attention deficit hyperactivity disorder, and normal controls using brain morphometric analysis of magnetic resonance imaging

This study explored the utility of using selected brain morphometric indices for predicting group membership for children with developmental dyslexia (n = 10), attention deficit hyperactivity disorder: combined type (n = 10), and a control group (n = 10). Subjects ranged in age from 6.1 to 16 years (M = 10.5 years, SD = 2.8). None of the subjects were diagnosed with mental retardation, nor did any of the subjects have a history of seizure disorder, head trauma, or other neurodevelopmental disorders. WISC-R Full Scale IQ ranged from 87 to 149 (M = 114.4, SD = 13.3) with no significant differences noted between the clinical groups. Six brain regions, as defined by MRI scans, were selected a priori for inclusion in a discriminant function analysis. Reliability of the morphometric measures ranged from 0.94 to 0.97. One significant discriminant function was generated which accounted for about 61.4% of the variance between groups. The predictive discriminant analysis using the six morphometric MRI measurements classified subjects with an overall 60% accuracy with the best accuracy found for the developmental dyslexia and control groups. A predictive discriminant analysis incorporating these six morphometric measures as well as chronological age and FSIQ increased the overall classification accuracy to 87% with the misclassfied subjects assigned to one of the clinical groups. The findings support the presumed neurological basis for many neurodevelopmental disorders. They also underline the importance of including brain morphometric measures in predictive models.

Two Investigations of the Validity of the WISC–III

Two studies were conducted in which the validity of the WISC-III was investigated. In Study 1, WISC-R and WISC-III IQs were correlated for a sample of 53 students, who, although originally meeting criteria for a disability category through use of the WISC-R, did not meet eligibility criteria upon reevaluation with the WISC-III. Corrected correlations between IQs were high, ranging from .80 to .87, and were comparable to figures reported in the WISC-III manual. Consistent with the WISC-III manual, WISC-III IQs were 8, 5, and 7 points lower than the WISC-R Full Scale, Verbal, and Performance IQs, respectively. In Study 2, the criterion validity of the WISC-III with the WRAT-R Reading, Spelling, and Arithmetic subscales and with the PPVT-R was investigated for a sample of 32 students with mental retardation. The WISC-III IQs and PPVT-R scores were highly correlated, sharing between 64 to 76% of variance. Correlations between WISC-III IQs and scores on the WRAT-R Reading and Arithmetic subscales were moderate. Surprisingly, the WISC-III IQs were not related to the WRAT-R Spelling scores. Implications of both studies for assessment specialists are discussed.

Validating the Street Survival Skills Questionnaire

The utility of the Street Survival Skills Questionnaire was investigated using a sample of 18 trainable mentally retarded males attending public schools. Pearson product-moment correlations were computed among the total scores, four standard scores on the Vineland Adaptive Behavior Scale-Survey Form, and three Wechsler Intelligence Scale for Children-Revised IQs. The Street Skills scores correlated significantly with Vineland Daily Living scores and WISC-R Full Scale and Performance IQs; however, nonsignificant relationships were obtained with WISC-R Verbal IQs, Vineland Composite scores, Communication Domain scores, and Socialization Domain scores. The use of the questionnaire in assessment of adaptive behavior was supported but within a narrow scope, i.e., daily or functional living knowledge.

A WISC-III short form for learning-disabled students

Data gathered from 664 students referred for special education evaluations were used to create a WISC-R short form. This short form was then used during the 3-year reevaluations of 35 learning-disabled students. Short form deviation quotients were compared to each student's original WISC-R Full Scale IQ. All short form deviation quotients fell within the students' Full Scale IQ range. Thus no student was misclassified by the use of the short form. With the release of the WISC-III, a similar method was used to create a WISC-III short form for use during reevaluations of learning-disabled children. This article discusses the composition of the WISC-III short form and suggests guidelines for its appropriate use.

Comparison of Scores on the WISC-R and the Stanford-Binet, Fourth Edition, for Rural Gifted Students

The WISC-R and Stanford-Binet, Fourth Edition scores of 40 gifted students were compared. The results indicate that the mean WISC-R Full Scale IQ was 13.52 points higher than the mean SB:FE composite score. The T-test between the two scores was significant at the .001 level. Eleven of the fifteen possible correlations were significant, with two at the .001 level, three at the .01 level, and six at the .05 level.

The Relationship between the Kaufman Brief Intelligence Test (K-Bit) and the Wisc-R with Incarcerated Juvenile Delinquents

The K-BIT (Kaufman and Kaufman, 1990) and the WISC-R were administered in counterbalanced order to 40 academically deficient male juvenile delinquents (mean age = 15 years 9 months). The K-BIT IQ Composite and the WISC-R Full Scale scores were positively correlated (r = .64) and the two tests tended to yield similar scores when administered concurrently to the same person (difference = .45 points). This nonsignificant difference is in contrast to the approximately 6-point difference found between the K-BIT and WISC-R with normal (Kaufman and Kaufman, 1990) and referred (Prewett, 1992) students. The results provide support for the K-BIT as a screening instrument when the WISC-R is the follow-up or comprehensive measure of intelligence with juvenile delinquents.

A short screening examination for impaired brain functions in early school-age children

Abstract The Reitan-Indiana Aphasia Screening Test (form for young children), which requires only 10–15 minutes for administration, was evaluated as a screening procedure for identifying children with neuropsychological deficits who may benefit from a comprehensive neuropsychological evaluation. Comparisons of groups of normal and braindamaged 6-, 7-, and 8-year-old children indicated that this brief test not only is quite accurate in identifying impaired children, but also correlates well with WISC-R Full Scale IQ when assessed across the range of performances shown by normal and braindamaged children.

Mean-Score Differences between the WISC-R and the Stanford-Binet Intelligence Scale

The mean score differences between the Stanford-Binet Intelligence Scale: Fourth Edition and the WISC-R changed across the ability continuum for 126 referred students. The Stanford-Binet Test Composite was significantly higher than the WISC-R Full Scale score at the lower end of the ability continuum, but was significantly lower than the WISC-R Full Scale score at the higher end. The two tests yielded similar scores for students with WISC-R Full Scale scores ranging from 70 to 89. The WISC-R scores correlated significantly with the Stanford-Binet scores.

Predictive validity of the Slosson Intelligence Test with the WISC-R and the WRAT-R level 1

Slosson Intelligence Tests (SITS) administered by school guidance counselors correlated significantly with school psychologist administered WISC-Rs (r=.75). The Slosson IQ correlated significantly higher with the WISC-R Verbal IQ than with the Performance IQ score. The mean Slosson IQ was a statistically significant 4.4 points higher than the mean WISC-R Full Scale IQ (p<.01).

The relationship between the Kaufman Brief Intelligence Test (K-BIT) and the WISC-R with referred students

The K-BIT and the WISC-R were administered in counterbalanced order to 35 referred students. Although the K-BIT IQ Composite correlated significantly with the WISC-R Full Scale IQ scores (r=.81), the mean scores differed significantly (difference = 6.2 points; p<.001). The results provide moderate support for the K-BIT as a screening instrument when the WISC-R is the follow-up or comprehensive measure of intelligence.

Wechsler (wisc-r) changes following treatment of learning disabilities via eeg biofeedback raining in a private practice setting

Abstract This paper presents Wechsler (WISC-R) profiles and changes following the application of an EEG biofeedback treatment regimen for brain-based learning disabilities. EEG biofeedback trained increases in activation (increased amplitude of 14 Hz brainwave energy) of the central and sensorimotor cortex's neural activation network resulted in increases in bihemispheric skills (complementary verbal-expressive and visual-motor abilities) Prerequisite to a successful learning posture, the acquisition of reading, and integration of higher-order learning. Enhanced/normalized academic, physical, and psychophysiological abilities were reflected in changes in brainwave energy signature and WISC-R data. Brainwave signatures and WISC-R profiles “normalised” as a result of training with significant remediation of learning disorders. There was significant growth in WISC-R Full Scale (FS), Verbal, and Performance IQ scores, reflecting improved brain function end resultant test performance, with a “normalisation” of...

Test-Retest Stability of Wisc—R IQS among Young Gifted Students

Test-retest stability of the WISC-R Verbal, Performance, and Full Scale IQs among 46 gifted students showed no statistically significant difference between the means. Groupings included all students, 24 boys and 22 girls, age at initial testing, and grade at initial testing. The test-retest intervals ranged from 1 to 2 yr.

Comparing Scores on the Stanford-Binet, Fourth Edition with the Wisc-R for Exceptional Children

The purpose of the present study was to examine the performance of a sample of 19 exceptional children on both the Stanford-Binet Intelligence Scale, Fourth Edition (Stanford-Binet IV) and the WISC-R. Construct validity studies of the Stanford-Binet IV with the WISC-R have yielded results which provide only partial support for predictions derived from the theoretical model underlying this new measure. The results obtained for the naturally occurring sample of exceptional children indicate nonsignificant differences in performance between Stanford-Binet IV and WISC-R Full Scale IQ. As with prior studies, results provide only partial support for the predictions derived from the theoretical model. Explanatory hypotheses for the observed discrepancies are discussed.

Use of the KTEA and WRAT-R with Learning-Disabled and Referred But not Placed Students

The WISC-R, KTEA-Comprehensive Form, and the WRAT-R were administered to 55 specific learning disabled (SLD) students and 55 referred students who did not qualify for special education services. Grade placements of the subjects ranged from 1 to 5. Both tests correlated significantly with the WISC-R Full Scale IQ and with each other The average WRAT-R subtest scores were significantly lower than the average scores on the corresponding KTEA subtests. This difference was especially pronounced between the WRAT-R and KTEA reading scores for the SLD group (M difference = 11.4 points). Implications are discussed.

Validation of the Stanford-Binet Intelligence Scale: Fourth edition with exceptional black male students

Standard Age Scores on the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) and WISC-R IQs of 51 urban black males receiving special education services were compared. Correlations between the SBIV Composite scores and WISC-R Verbal, Performance, and Full Scale IQs were 0.803, 0.826, and 0.87 respectively. Correlations between all combinations of scales ranged from 0.612 to 0.888, median r=.723. SBIV Composite mean scores did not differ significantly from the mean WISC-R Full Scale, Verbal, and Performance IQs. Regression analysis of the three subgroups (BD. LD, and EMR) indicated that the SBIV possesses differential validity for each group. Tabular comparison of precision of classification between the SBIV and the WISC-R yielded a 78% agreement. These data suggest that the SBIV possesses utility for assessing the intelligence of black students classified as BD and EMR. However, the use of the scale with LD students is unsupported.

Home environment and cognitive ability of 7-year-old children in the Colorado Adoption Project: Genetic and environmental etiologies.

Family environment may be related to childhood cognitive abilities either directly through environmental transmission or indirectly through correlations with parental genotypes. Using the methodology of quantitative behavioral genetics, the magnitude of such effects can be determined. In this study, these relations were investigated using measures of home environment obtained from infancy through 7 years of age and WISC-R full scale IQ on a sample of 153 adoptive and 136 nonadoptive families.

Validating the Kaufman Test of Educational Achievement, Brief Form with educable mentally retarded students.

To examine the validity of the Kaufman Test of Educational Achievement Brief Form, standard scores were correlated with Woodcock-Johnson Psycho-Educational Test standard scores and WISC-R Verbal, Performance, and Full Scale IQs. Kaufman scores were strongly related to Woodcock-Johnson scores and moderately related to WISC-R scores. Mean comparisons between composite scores were not significant. These outcomes were congruent with data reported in the Kaufman test manual and offer positive support for the concurrent validity of this test.

Giftedness. Can it be predicted in infancy?

A cohort of 200 children, who were followed from birth and periodically evaluated as part of a longitudinal study of child development, was used to determine the ability of the Bayley Scales of Infant Development (BSID) to predict children who would be considered intellectually gifted at 7.5 years. The cohort was predominantly white (91%), upper middle class (70% in Hollingshead class 1 or 2), and had preschool educational experiences (94%). At outcome, 36 children had WISC-R verbal, performance, or full scale IQs greater than 135 and were called gifted. On average, gifted children walked 0.7 months earlier and spoke two-word sentences 2.2 months earlier than the non-gifted group. As a group, gifted children showed statistically significant, but clinically small, advantages for age of walking, age of speaking two-word sentences, BSID, and Stanford Binet IQ. Of the 36 children who later proved to be gifted, only two had BSID IQs greater than 134. Of the four children who had BSID IQs greater than 134, two maintained their superior function but 2 did not. A discriminant function analysis was used to predict giftedness for individual children based on BSID performance. The resulting classification achieved sensitivity = 0.69 and specificity = 0.39. Although groups of infants who will be gifted have higher BSID scores, the BSID cannot be endorsed as a method of identifying individual infants who will later demonstrate superior cognitive function.