WISC-R IQ Research Articles

Social skills training for juvenile delinquents

Twenty-seven incarcerated juvenile delinquents matched on the number of previous offenses, age, WISC-R IQ, and locus of control were assigned to a Social Skills. Discussion or Control group. Social skills training consisted of instruction, feedback, modeling, behavior rehearsal, social reinforcement and graduated homework assignments. All subjects were assessed before and after treatment on a variety of self-report, role-play and behavioral measures. Analyses of variance for difference scores indicated that the Social Skills group improved significantly more than the Discussion and Control groups, which did not differ. Appropriate interpersonal skills were learned, state anxiety was reduced, internal locus of control was increased, and significant shifts in adjustment to the institutional program were evidenced for the Social Skills group.

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.

Comparability of the WISC and the WISC-R in normal children of divergent socioeconomic backgrounds

WISC and WISC-R IQs of two groups of normal ten-year-old children from divergent socioeconomic backgrounds (N = 36) were compared in a counterbalanced research design. Generally, all WISC mean IQs were higher than the WISC-R mean IQs for both groups of children. Significantly higher WISC IQs were obtained on the Verbal and Full Scales of the low socioeconomic group and on the Performance and Full Scales of the high socioeconomic group. Correlations between tests for Verbal, Performance, and Full Scale IQs were.95,.79, and.91 for the low socioeconomic group, and.84,.57, and.87 for the high socioeconomic group. Although practice effects did not appear to significantly affect IQs of the low socioeconomic group, various practice effects were observed in the high socioeconomic group. Negative effects were observed for both WISC and WISC-R on the Verbal Scale, whereas positive effects were observed on both Performance and Full Scales in this group. Analysis of simple effects reveals that WISC and WISC-R IQs did not differ significantly upon first administration, but were significantly different upon second administration. Conclusions were drawn that while WISC-R yields a lower IQ estimate than WISC for children of lower ability, results were not so clear for the children of higher ability, due to practice effects which disproportionately favor increases on WISC IQs upon second administration. The greater practice effects found on the WISC have implications for comparisons of the two tests in counterbalanced research designs. Simple randomized or treatment-by-levels design may be more useful in comparisons of the WISC and the WISC-R because of the bias introduced by counterbalanced designs.

Comparability of WISC and WISC-R scores among borderline and mildly retarded children

The comparability of WISC and WISC-R IQ scores was studied in a sample of 48 mildly retarded and borderline children. All WISC-R and WISC IQ and subtest scores were found to be related significantly, but not directly comparable. Generally, the WISC-R yielded lower scores with the exceptions of the Performance IQ score and the PC, PA, and OA subtest scores. Subtest patterning on the WISC-R for this group was similar to previously reported data on the WISC. Caution was suggested in making direct comparisons of WISC and WISC-R scores, at least within the ability range studied.

The relationship of the WISC-R and WRAT: A study based upon a selected population

So as to compare predicted achievement based upon WISC-R IQs and observed achievement by the WRAT standard scores, both instruments were administered by the same school psychologist to 282 urban students referred for psychological evaluation. The correlations obtained, even on this nonrandom population, were substantial, significant (p < .001), and should be useful to school psychologists in statistically relating intelligence test scores to school achievement.

Estimation of the Differences Between WISC-R and WISC IQS

The purpose of the study was to estimate the magnitude of the differences between IQs obtained from WISC-R and those from the original WISC. The 1949 WISC and the 1974 WISC-R were reviewed to identify a common core of items. Regression equations were developed for the 1949 sample, by age level, to predict WISC IQs from the common core. These equations were then used to estimate the WISC IQs of those in the WISC-R standardization sample. In the age range 6½ to 15½ years, the Full Scale IQs on WISC-R were 4 points lower, on the average, than WISC IQs. The difference, however, varied with the particular IQ Scale (Verbal or Performance), age, and ability level.

Relationship of Peabody and WISC-R IOS of candidates for special education.

For 50 low achievers in Southern elementary schools, correlations ranged from a low of .06 between Peabody Form B and WISC-R Performance IQs to a high of .59 between the Peabody Form A and WISC-R Verbal Scale IQs. Mean IQs were not significantly different ( p &gt; .05), although the Peabody tended to overestimate WISC-R IQs.

Social Class and Test Performance: Comparative Validity of the Peabody with the WISC and WISC-R for Two Socioeconomic Groups

Comparability of IQs yielded by the Peabody and the revised Wechsler scale, the WISC-R, is important to interpret IQ estimates obtained from these two scales. In the present study, 40 normal 10-yr.-old children (20 male and 20 female, half of whom were from high and half from low socioeconomic status) were compared for performance on the Peabody, the WISC and the WISC-R. IQs obtained on Forms A and B of the Peabody correlate highly and, thus, the two Peabody forms are essentially parallel and equivalent forms. Concurrent validity coefficients ranging from .71 to .83 were obtained between the Peabody IQs and Verbal and Full Scale IQs of the WISC and the WISC-R. Much lower validity coefficients were obtained between the Peabody and Performance IQs of the WISC and the WISC-R. Large differences in IQ between children from low socioeconomic backgrounds and those from high socioeconomic backgrounds were obtained on all four tests. The Peabody IQs were closer in magnitude to the WISC-R IQs than to the WISC in the low socioeconomic group. The results support administering the Peabody to children for obtaining valid IQ estimates. Interpretations of Peabody scores in relation to the WISC-R should be somewhat different from those of the Peabody and the WISC, however, in view of the effects of socioeconomic status (and therefore ability level) on estimates of IQ.

Comparison of SIT and WISC-R IQs among special education candidates

The validity of the SIT was investiagated with 50 public school children in Grades 1 through 4; the WISC-R served as the congruent validating criterion. The SIT correlated significantly with the WISC-R and overestimated the WISC-R IQs. Statistical data for sexual and racial stratifications were also given.

Investigation of the WISC-R for use with retarded children: Correlation with the 1972 Stanford-Binet and comparison of WISC and WISC-R profiles

A group of 80 mentally retarded youngsters, aged 6 to 16, was tested on the WISC-R, primarily to assess the continuity of measurement between the old and new WISCs. The WISC-R IQs correlated .65 to .82 with Stanford-Binet IQ for a subsample of 45 children, resembling the coefficients between the 1949 WISC and the Binet for retarded groups. In addition, the WISC-R test profiles for the 80 children corresponded closely to the WISC test profiles for many retarded samples. Thus, there was evidence to support the continuity of the WISC-R with its predecessor for retarded populations.

Concurrent Validity of the Wrat

Using the WISC-R as the criterion of concurrent validity, correlations between the WRAT subtest standard scores and the WISC-R IQs of 51 Caucasian children were highest (.62, .68, and .59) between WISC-R Verbal Scale IQs and WRAT Spelling, Reading, and Arithmetic standard scores while being lowest (.26, .35, and .32) between WISC-R Performance IQs and WRAT Spelling, Reading, and Arithmetic standard scores. Correlations between the WRAT subtest scores and WISC-R subtest scaled scores were also reported.

Extrapolated WISC-R IQs for gifted and mentally retarded children.

Extrapolated WISC-R IQs for gifted and mentally retarded children.