WISC-R Full Scale Research Articles

Screening for giftedness with the Slosson and the scale for rating behavioral characteristics of superior students

Children who had been nominated as potential candidates for gifted programs were assessed to determine the relationships among certain behavioral and intellectual characteristics. Records were compiled listing 132 first- through eighth-grade children's race, sex, age, grade level, Slosson Intelligence Test (SIT) IQ scores, Scale for Rating Behavioral Characteristics of Superior Students (SRBCSS) scores, and WISC-R IQs. Only children achieving SIT IQs of 130 or higher were included. A regression equation for the prediction of a WISC-R Full Scale IQ score from a given SIT score was computed and compared to that developed for predicting the WISC-R IQ in another study. All variables except SIT IQ were poor predictors of WISC-R IQ scores. A moderate correlation was computed between SIT and WISC-R Verbal and Full Scale IQ scores. A somewhat lower, but still significant, degree of relationship was found between SIT and WISC-R Performance IQ scores. Some difficulties with using the SIT as a screen for gifted programs are discussed.

A comparison of three screening tests and the WISC-R in special education evaluations

Eighty public school children referred for psychological assessment for potential special education placement were given the Slosson Intelligence Test, Peabody Picture Vocabulary Test, Developmental Test of Visual-Motor Integration, and Wechsler Intelligence Scale for Children—Revised. Correlational and regression techniques were used to determine the effectiveness of the three former measures in predicting WISC-R IQ scores. SIT IQs were found to be the best predictors of WISC-R Verbal, Performance, and Full Scale IQs; however, these statistical relationships reveal little about the clinical utility of the screening measures. Problems with use of the current findings and those of other studies are discussed.

Comparison of McCarthy General Cognitive Index and WISC-R IQ for educable mentally retarded, learning disabled, and normal children.

The relationship between the McCarthy General Cognitive Index and the WISC-R Full Scale IQ was examined for 20 educable mentally retarded, 20 learning disabled, and 20 normal children aged 6 to 8½ yr. Selection of children was conducted so that the three groups would be comparable with res pea to age, sex, and race. The mean McCarthy Indexes for the retarded and learning disabled samples were significantly lower than the mean WISC-R Full Scale IQs. When the Index and Full Scale IQ were converted to a common metric and compared, the mean index for the retarded and learning disabled samples remained lower than the Full Scale IQs, although the differences were nonsignificant. The measures correlated significantly for all three samples and ranged from .51 to .82.

McCarthy and WISC-R correlations with WRAT achievement scores.

The relationships between the McCarthy General Cognitive Index and WISC-R Full Scale IQ with the Wide Range Achievement Test Reading scores were explored with a sample of 20 educable mentally retarded (M age = 7.10) and 20 learning disabled (M age = 8.1) children. Wide Range Achievement Test scores did not correlate significantly with the WISC-R and McCarthy scores for the retarded sample, while substantial correlations were found for the learning disabled group. Analysis indicated that the McCarthy and WISC-R were positively and equally related to the Wide Range Achievement Test Reading section. Implications of these findings are discussed.

Comparison of WISC-R and Culture Fair Intelligence Test scores for three ethnic groups of juvenile delinquents.

Culture Fair and WISC-R scores were obtained from 116 juvenile delinquents in three ethnic groups. There were significant differences among the three ethnic groups (41 whites, 46 blacks, 30 Mexican-Americans) for the WISC-R Full Scale, Verbal, Performance, and Culture Fair IQ scores. Pearson correlations between WISC-R scores and the Culture Fair scores for the combined groups were generally significant ranging from .58 to .64. The Culture Fair provides a rapid screening device for intellectual ability which more nearly equates the IQs of the three ethnic groups. For a complete assessment of intellectual capacity with ethnic minorities both the Culture Fair and WISC-R should be used.

A comparison of the Slosson intelligence test and the WISC-R with elementary school children

The WISC-R and the Slosson Intelligence Test (SIT) were given to 69 randomly selected children in grades one through six in an urban school system. A regression equation for predicting WISC-R full scale IQ from SIT was developed. Previous studies had reported that SIT IQs tended to be consistently higher than WISC-R IQs. The present study revealed that SIT IQs were considerably higher than WISC-R IQs in the upper range and slightly lower in the lower range. A possible reason for the discrepancy is that the present study used a normal population and previous studies used restricted ranges. It was concluded that the SIT provides a good estimate of WISC-R full scale IQs when a regression equation is used. It was recommended, however, that educational placement decisions should not be made on the basis of any single IQ measure.

Determining basals for the peabody individual achievement test

The appropriateness of the starting points for PIAT subtests as suggested by the test authors was investigated. For a sample of 113 subjects with an average WISC-R Full Scale IQ of 98, there was an average difference of nearly 8 points between the suggested starting points for the Mathematics subtest and the actual basals. The difference between suggested starting points and basals for the other subtests ranged from 8 to 12 points. It was suggested that the PIAT user start each subtest approximately 8 items below that suggested by the Manual.

A comparison of an ITPA estimated psycholinguistic quotient and WISC-R IQs for developmentally disabled children

Compared an estimated Psycholinguistic Quotient, based on Cronkhite and Penner's (1975) revised scoring procedure for the ITPA Psycholinguistic Age, to the WISC-R Verbal, Performance, and Full Scale IQs of developmentally disabled children. The Quotient entered into strong relationships with the WISC-R Verbal and Full Scale IQs. The diagnostic significance of these correlations was discussed. The data indicated that the estimated Psycholinguistic Quotient was a valid measure for screening intellectual status in this population.

WISC-R full scale mean IQS for both black and white children, aged 6 through 15 and having difficulty in school.

Differences in WISC-R Full Scale mean IQs by age for 931 lower-class English-speaking Southern children were reported. Black children and white children tended to have similar mean IQs at Age 6 ( t = —0.55). By Age 9 the differences in mean IQ became distinct and increased with age. The mean IQ of the black children declined after Age 8 while the mean IQ of the white children remained about the same or increased after Age 8.

Relations of Scores on WPPSI and WISC-R at a One-Year Interval

This study was designed to provide information regarding the relationship between the WPPSI and the WISC-R, over a 1-yr. interval, for a sample of middle-class children of above average intelligence. There were 47 males and 43 females who were an average of 5.6 yr. at the time of first testing and 6.5 yr. at the time of second testing. The data, analyzed by a linear regression analysis, showed that the WISC-R Verbal, Performance, and Full Scale IQs could be predicted with a reasonable degree of accuracy, i.e., standard errors of estimate: Verbal IQ = 8.86, Performance IQ = 8.15, Full Scale IQ = 7.14. The results were discussed in terms of the degree of similarity between cognitive skills measured by the two tests and the clinical utility of such information.

Comparability of WISC and WISC-R Full Scale IQs for Elementary School Children with Learning Difficulties

Comparability of WISC and WISC-R Full Scale IQs for Elementary School Children with Learning Difficulties

A New Approach to the Interpretation of Test Scatter on the WISC-R

Scatter among the WISC-R Verbal, Performance and Full Scale tests was investigated for the standardization sample (N=2200). Two indices of test scatter were analyzed: scaled-score range (a child's highest minus his lowest scaled score), and the number of tests deviating by 3 or more points from his own mean. No meaningful fluctuations in the indices were apparent when they were computed separately by age, sex, race, parental occupation, or intelligence level. Another major finding was that the WISC-R profiles of normal children exhibit much scatter, probably more than most test users realize. Normative tables were developed to enable the clinician, and the researcher, to evaluate more scientifically the test scatter for an exceptional individual or group.