WISC-R Profiles Research Articles

The investigation of WISC-R profiles in children with border intelligence and intellectual disability with machine learning algorithms

The investigation of WISC-R profiles in children with border intelligence and intellectual disability with machine learning algorithms

Assessment of Psychiatric Comorbidity and WISC-R Profiles in Cases Diagnosed with Specific Learning Disorder According to DSM-5 Criteria.

In this study, the frequency of psychiatric comorbidity in children and adolescents who were diagnosed with specific learning disorder, the factors that affect the frequency of comorbidity, the subtypes of specific learning disorder and the effects on cognitive profile have been investigated. Our study was performed among 80 cases with the age range 6-15 years who diagnosed with specific learning disorder Child and Adolescent Psychiatry Department between January and June 2015. In the study, DSM-IV Based Screening and Evaluation Scale for Child and Adolescent Behavioral Disorders, Specific Learning Disability Evaluation Scale and the WISC-R test were performed. During the interview, reading-writing-math abilities evaluation list (error analysis) was performed in order to define the specific learning disorder subgroup and to evaluate the detailed error profile of the specific learning disorder subgroup. Kiddie Schedule for Affective Disorders and Schizophrenia for School-age Children-Present and Lifetime Turkish Version (KSADS) was performed to detect psychiatric comorbidity diagnoses. 92.5% of the cases have a comorbid psychiatric disorder. The most frequent psychiatric comorbidity was attention deficit hyperactivity disorder (82.3%), followed by specific phobia (46.3%), oppositional defiant disorder (26.3%), enuresis (25%) and tic disorders (22.5%). Psychiatric comorbidity is detected more often in patients with specific learning disorder accompanied by attention deficit and hyperactivity disorder. The most frequent subtype of specific learning disorder is combined type disorder consisting of reading, writing and math disorder (37.5%). The WISC-R score of the patients who had math disorder were found to be lower than the others, and also it was detected that they learned reading and writing later, and have more comorbid psychiatric disorders. The results of our study indicate that associated psychiatric disorders are frequent with specific learning disorder. Specific learning disorder should not be considered as a single disorder, but should be assessed and treated with comorbid psychiatric disorders.

The gifted/dyslexic child: Characterizing and addressing strengths and weaknesses

The student who qualifies as both gifted and dyslexic often has low self-esteem and poor motivation. Although creative thinking, essential for complex problem solving, improves feelings of self-esteem, research has been sparse on creative thinking characteristics in these gifted/dyslexic students. The major part of this paper describes a study from Ontario regarding how gifted/dyslexic students compare to age-matched youngsters who are either dyslexic or gifted, but not both. Through both quantitative and qualitative analyses, cognitive and creative thinking differences are analyzed in children aged 9 to 14 years. Results of this study contribute information to the literature in four areas: intellectual, academic, socioemotional and creative thinking. The WISC-R profiles differ in these three groups of students. Although academic difficulties are similar in students who are dyslexic and gifted/dyslexic, the latter exhibit strength in expressing humor, problem solving, capturing the essence of an idea, and in synthesizing dissimilar concepts. This group too, in their writing, express feelings of being in control, and in their drawings, other positive and negative feelings. Like dyslexics, gifted/dyslexics express intuitive aspects of creative thinking but are somewhat stronger in gaining information through their physical senses. In all cognitive and physical sensing aspects of creative thinking, the gifted group is strongest.

Wechsler IQ profiles in diagnosis of high-functioning autism.

A Wechsler Intelligence Scale profile characterized by VIQ < PIQ with lowest subtest score on Comprehension and highest on Block Design has been associated with autism. Recently, this profile has been applied to assess the accuracy of diagnosis in research samples and for differentiating autism from similar disorders in high-functioning individuals. Universality of this profile, however, has not been sufficiently demonstrated. We therefore examined WISC-R and WAIS-R profile characteristics in 81 rigorously diagnosed high-functioning (VIQ and FSIQ > 70) children (n = 45) and adults (n = 36) with autism. Analysis of the profiles in these groups did not reveal the presumed typical VIQ < PIQ pattern. The typical subtest pattern was found, but the magnitude of profile variability was small. We concluded that individuals with autism can demonstrate a wide range of ability levels and patterns on the Wechsler scales, without a single characteristic prototype. Use of IQ score profiles in the diagnosis and differential diagnosis of autism in high-functioning individuals is not considered valid.

Validity of IQ-Achievement Discrepancy Criteria for Identifying Learning Disabilities

IQ-achievement discrepancy criteria identified 24 children with learning disabilities (LD) having a lower Verbal-higher Performance (LV-HP) WISC-R IQ profile and 33 children with slower learning (SL). The majority of children were white males of lower to middle-class background and ranged in age from 77 to 159 months. Except for predetermined Performance scale group differences, children with LD were not found to be otherwise distinguished by differences on WISC-R subtest scores, subtest scatter, or variation among Kaufman and Bannatyne category scores. Only one of the WISC-R profile differences that was an advantage for the children with LD satisfied test criteria for clinical significance. None of the differences predicted their reading, spelling, or aritlunetic achievement. Results suggest that children who are differentially identified as LV-HP LD or SL based on IQ achievement discrepancy criteria may not be distinguishable on any other aspects of their WISC-R profile that are related to their basic academic performance.

WISC-R Profiles of Children with Superior Intellectual Ability

The WISC-R profiles of 456 Grade 3 students with full scale IQs of 120 and above were analyzed. Large subtest scatter, verbal-performance discrepancy, and idiographic variability appear to be normal for the test profiles of bright students. They excelled in complex reasoning but were often not different from average students in their attention span, memory, sequential reasoning, visual-spatial perception, or visual-motor coordination. Differences were identified in subgroups according to verbal or nonverbal strengths and gender. Boys showed strengths for simultaneous and visual-spatial reasoning, and girls showed strengths for sequential and social reasoning. Academic achievement varied as a function of full scale IQ and verbal or nonverbal strengths. Implications for educational programming are discussed.

Nonverbal learning disability, school behavior, and dyslexia

The aims of the study were to investigate whether children showing a low nonverbal/high verbal (LNV) WISC-R profile are more likely to exhibit behaviors conducive to school failure than children with a low verbal/high nonverbal (LV) profile, and to examine the relationships among these behaviors, the LNV/LV profiles, and reading ability. The 65 subjects included 27 LNV and 38 LV children, aged 5 to 11 years. Results confirmed earlier findings (Badian 1986) that LNV children are perceived by their teachers as significantly poorer than LV children in many behaviors associated with school success. There was a dichotomy, however, between LNV good and poor readers. All LNV subjects displayed problems in organizational skills, but those who were dyslexic were poorer in social behavior (e.g., acceptance of criticism and peer relationships) than either LNV good readers or LV good or poor readers. It was concluded that children with a low nonverbal/high verbal profile and a probable right hemisphere dysfunction, who appear to be dyslexic in the early school years, are at high risk for both social behavior problems and school failure, and that these children are a more high-risk group than poor readers with a low verbal/high nonverbal profile.

Subtest profiles of the WISC-R and WAIS in mentally retarded patients with epilepsy.

In this study, WISC-R and WAIS subtest profiles of mentally retarded patients with epilepsy are analysed with respect to the Verbal-Performance IQ Discrepancy scores and rank order of mean subtest scores. The relative strengths and weaknesses in cognitive patterns of this sample are compared with subtest profiles mentioned in the literature on mentally retarded populations and samples of normal intelligent patients with epilepsy in order to determine the impact of epilepsy factors on cognition. The results indicate that people with mental retardation have problems with the verbal subtests Arithmetic, Vocabulary and Information, while patients with epilepsy have problems with Coding (Digit Symbol), Digit Span and Information. For this sample of mentally retarded patients with epilepsy, the most difficult subtests are Digit Span and Coding. The results concerning subtest profiles in different populations are discussed in light of the deleterious impact of epilepsy on cognition, which may superimpose the general effect of brain damage in mentally retarded patients. It is suggested that especially attentional processes, as measured with the subtest Coding, are vulnerable for epilepsy factors.

Intelligence Profiles of Low Vision and Blind Children

This article reports on an analysis of the WISC-R and WPPSI profiles of 118 visually impaired children without additional neurological problems. A consistent response pattern on the Wechsler batteries emerged, suggesting that the verbal as well as the performance tests can provide useful assessment information.

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...

WISC-R Profiles of High Ability Children: Interpretation of Verbal-Performance Discrepancies

In the administration and interpretation of WISC R profiles of children with high IQs (124+), clinicians may be misled if they follow the standard rules for subtest substitution and omission or use the standard "frequen cy of Verbal-Performance discrepancy" tables. Although . such tables are accurate for the "average" child, they greatly overestimate the rarity of rarity of V-P discrepancies in high IQ children (over half of whom show a V-P discrepancy larger than 15 points). To lend greater accuracy to the interpretation of WISC-R profiles of high IQ children, a specialized table is provided for determin ing the frequency of occurrence of V-P discrepancies in profiles of high IQ children and warnings are offered regarding the adverse effect of subtest substitution or omission when administering the WISC-R to high IQ children.

Reading Delay and WISC-R Subtest Patterns in Irish Children whose IQ Is (a) Average or Above and (b) Dull Normal or Below

The WISC-R profiles of 304 Irish children of higher and lower ability defined as having a significant reading delay were investigated in an attempt to identify distinct profiles which would characterise these children and could be used for diagnostic purposes. Also, by identifying subskills that were the major strengths and weaknesses of these reading-delayed children, insight was sought into the reasons why children of average or above average ability fail to learn to read. The WISC-R subtest profiles of the two groups were remarkably similar. The subtest scores on the performance scale. with the exception of Coding, were all higher than any of the verbal scores. Coding — a subtest which measures the cognitive abilities that help in the process of reading — showed as being a weakness for one-third of the combined sample.

WISC-R types of learning disabilities: a profile analysis with cross-validation.

WISC-R profiles of 119 children in five separate learning disabilities (LD) programs were placed in six homogeneous groups using cluster analysis. A cross-validation procedure supported the reliability of the typology. Achievement test scores also significantly differentiated all six types. LD children in two of the six types were characterized as having WISC-R profiles already identified in the literature and displayed possible reading, attention, and sequencing deficits. A third LDtype is similar to the superior IQ LD child, with motor coordination deficits in addition to severe emotional problems. Three other profiles represent children who have low IQ levels that are consistent with their below average school performance and may not represent true LD children. Based upon this typology, suggestions are made for remedial interventions.

Beyond the Use of Full Scale IQ Scores

The purpose of the present study was to examine the WISC-R profiles of a sample of intellectually gifted students with respect to idiographic and normative variability in performance between scales and among subtests. The sample consisted of 26 intellectually gifted students (WISC R Full Scale IQ ≥ 130) who had been assessed for possible GT placement. The results of the study indicated that even among a highly homogeneous ability group, significant variability in levels of performance, reflecting individual differences across diverse cognitive ability areas, exist. While 84.6% of the sample was characterized by idiographic strengths and/or weaknesses, 96% of the sample obtained only normatively average-ability scaled scores on one or more WISC-R subtests. Implications for selection decisions and instruction are discussed.

Identification of Gifted/Learning Disabled Children

Until very recently, little attention has been focused on children who are both gifted and learning disabled. Because of their contradictory characteristics, these children are usually undetected by teachers or school psychologists. Close analysis of WISC-R responses and profiles in the context of a very broad clinical assessment for learning disability can assist the school psychologist in identifying these children so that they can be placed in educational programmes appropriate to their unique needs.

Interpreting Clinically Derived WISC-R Subtest Groupings: A Statistical Approach

In recent years, psychologists have proposed a variety of Wechsler scale subtest recategorizations to aid practitioners in their approach to cognitive profile analysis. For the most part, subtest regroupings on the Wechsler scales have been clinically derived, with the exception of the three WISC-R factors scores. The present paper introduces information that clinicians may use to calculate standardized deviation quotients and standard errors of measurement for selected subtest groupings. In addition, data for determining significant discrepances between pairs of subtest combinations are introduced. The material presented should lead to a more statistically accurate interpretation of WISC-R profiles than more clinically oriented methods.

WISC-R performance patterns of learning-disabled children from Papago culture.

Examined the WISC-R profiles of learning-disabled children from the Papago culture. A sample of 46 Papagos diagnosed as learning disabled were used in the study. Recategorized scores were subjected to 1 X 3 repeated measures ANOVA, and the differences between mean categorized scores were analyzed by Newman-Keuls tests for simple effects. Analysis of the obtained data suggested that learning-disabled Papago children were not characterized by Spatial greater than Conceptual greater than Sequential pattern because WISC-R performance of these children was found to be similar on Sequential and Spatial categories. Caution in the use of WISC-R profile for differential diagnosis was recommended.

Recategorized WISC-R scores of learning-disabled children from Mexican-American culture.

Examined the generalizability of the Bannatyne WISC-R profile of learning-disabled children to a sample of children from Mexican-American culture. A sample of 64 Mexican-Americans diagnosed as learning disabled were used in the study. Recategorized scores were subjected to 1 X 3 repeated measures ANOVAs and the differences between mean categorized scores were analyzed by Newman-Keuls tests for simple effects. Analysis of the obtained data suggested that learning-disabled Mexican-American children were not characterized by Spatial greater than Conceptual greater than Sequential patterns as predicted by Bannatyne. The WISC-R performance of these children was found to be similar on Sequential and Conceptual categories. In spite of the lack of generalizability of the Bannatyne profile to the Mexican-American group, some interesting similarities and differences in performance patterns of the two groups of Ss were observed.

A split in the verbal comprehension factor in WAIS and WISC-R profiles

Examined the pattern of verbal subscale scores on the WAIS and WISC-R given to college students and elementary students who were being considered for a gifted and talented program, respectively, in Idaho and found a substantial number of students whose scores were highly discrepant from expected patterns. For 51 of 129 college students, the scores on the Comprehension subscale differed significantly (p <.05) from both the Information (I) and Vocabulary (V) subscale scores. When this group of students was compared to the rest of those tested, C scores were significantly higher (p <.01), V scores were significantly lower (p <.05), and I scores tended to be lower. The WISC-R scores for the two samples of the elementary students (Ns = 164, 219) suggested that the triangle pattern (C significantly higher than both V and I) begins to appear at the fourth-grade level. These results are puzzling because Comprehension scores significantly higher than those on Information and Vocabulary usually are expected from persons with good native intellectual endowment, but limited educational and cultural opportunities. Data from other parts of the country are needed.

Sex and Group Differences in Reading and Attention Disordered Children with and without Hyperkinesis

Four groups of girls—hyperactive, reading disabled, hyperactive and reading disabled, or solely attention disordered—were contrasted with male counterparts on measures of intelligence, achievement, personality, and cognitive style. Across groups, significant sex differences were found for WISC-R measures, WRAT arithmetic, parent-rated aggressivity, Children's Personality Questionnaire (CPQ) profiles. Children's Embedded Figures Test (CEFT) scores, and self-rated augmentation. For the girls, reading-spelling achievement was robustly associated with WISC-R Verbal scores, while for the boys Sequential Memory scores provided the stronger link. For the girls but not boys cognitive style measures formed a fairly cohesive cluster, as did measures of augmentation, impulsivity, and hyperactivity. The boys' but not girls' color-naming speeds and CEFT scores were strongly correlated with age. Within and across sexes, the groups could be discriminated by their WISC-R profiles, arithmetic scores, and ratings of aggressivity. Solely hyperactive subjects were unexpectedly the most sensitive to omissions of details (Leveling-Sharpening task), but groups did not differ on other cognitive style measures.