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1.
The purpose of this study was to investigate the similarity in the pattern of strengths and weaknesses between those students evaluated and placed in special education programs and those students evaluated and not placed in special education programs. The two groups were compared on the basis of 18 composite scale scores obtained from the Wechsler Intelligence Scale for Children-Revised (WISC-R). The sample consisted of 585 students in grades 1–6 located in eastern Kentucky schools. A test for parallelism of the two profiles was conducted with a multiple-profile analysis using a multivariate analysis of variance (MANOVA). The results revealed that the two profiles were parallel. The authors concluded that the two groups have a similar pattern of relative strengths and weaknesses. 相似文献
2.
Hubert Vance Cleborne D. Maddux Gerald B. Fuller Abeer M. Awadh 《Psychology in the schools》1996,33(2):113-118
This study investigated the performance of 166 special education students who had been administered the WISC-R and approximately 3 years later the WISC-III. The sample ranged in age from 6.0 to 16.6 years. The scores were analyzed using Pearson product moment correlation coefficients and t tests of the differences between means for related samples. The results indicated that there was a significant, positive correlation among global scales (p < .001). This finding suggests that the WISC-R and the WISC-III IQ scores measure similar abilities. Analysis of mean IQ score differences revealed significant differences in the WISC-R and the WISC-III IQ scores, with the WISC-III global scores being lower. Implications for the evaluation of students for special education are discussed, with special emphasis on the role and function of the psychologist practicing in the schools. © 1996 John Wiley & Sons, Inc. 相似文献
3.
Paulette J. Thomas 《Psychology in the schools》1980,17(4):437-441
The purpose of this study was to determine the degree of comparability between the WISC and the WISC-R over time. Hypotheses were tested using a sample of 276 mildly mentally handicapped children enrolled in special education classes who had received a WISC (Trial 1) and a WISC or WISC-R (Trial 2) after an interval of approximately three years. The sample was grouped on the basis of test administered in Trial 2. Group I contained those children who received the WISC on Trial 2 and included 183 children, of whom 121 were males and 62 were females. Mean age at time of initial testing was 8–10; mean age at second testing was 11–8. Group II was composed of 93 children who had been posttested on the WISC-R and included 72 males and 21 females. Mean age at initial testing was 9–5; mean age at posttest was 13–0. The study was conducted in five school districts and one county department of education. Verbal IQ, Performance IQ, and Full Scale IQ for both instruments administered were transcribed from the special education folders of the children. The design used to test hypotheses was repeated measures analysis of variance. Data analysis resulted in rejection of the hypotheses that the WISC-R yields mean Verbal, Performance, and Full Scale IQ scores greater than or equal to the corresponding mean IQ scores of the WISC. It was concluded that the WISC-R may unfairly penalize special education children who are reevaluated with this instrument. Fluctuations in IQ scores due to the instrument of measurement must be recognized, and appropriate action should be taken to insure that children are evaluated for special class placement on comparable bases. 相似文献
4.
The Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) are two tests that are often used in the assessment process for special education referrals. Sex differences apparent in these tests were examined in a sample of Arkansas school children who were first-time referrals for a psychological evaluation. The subjects' PPVT-R standard scores, WISC-R IQ scores, and WISC-R subtest scores were divided into groups according to one-year intervals from ages 6 through 16. A separate 2 × 11 (subjects' sex x subjects' age) analysis of variance was performed for each dependent variable. Results indicated significant sex differences among WISC-R Full Scale, Verbal, and Performance IQs and PPVT-R standard scores (p < .01). Several WISC-R subtests also revealed significant sex differences. Further significant sex differences were indicated at several age groups on each dependent variable, with males consistently scoring higher than females on 87%. of the dependent measures excluding the WISC-R subtest Coding, on which females scored higher. Implications concerning the referral process are discussed. 相似文献
5.
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. 相似文献
6.
The WISC-R scores for groups of children identified by school personnel as needing special education services were factor analyzed according to type of classification. WISC-R factor loadings were obtained for the scores of children labeled Learning Disabled, Educable Mentally Impaired, and Emotionally Impaired, as well as groups labeled Other and None. Overall, results show the WISC-R to be factorially similar for all groups, with two principal factors emerging which correspond to the Verbal-Performance structure of the test. Significance tests among mean scale scores and IQ scores yielded few meaningful differences across groups. 相似文献
7.
Esther Stavrou 《Psychology in the schools》1990,27(2):101-110
This study addresses the need for systematic longitudinal research documenting the stability of WISC-R scores in special education populations. WISC-R scores of 100 learning-disabled and 60 mildly retarded children retested on three separate occasions at three-year intervals were examined. The stability of WISC-R scores was evaluated according to three different criteria: (a) the consistency of group means over time, (b) the frequency of significant changes in individual scores, and (c) correlations between administrations as an index of stability of subjects' relative positions in the group. Different results were obtained depending on the criterion considered. Examination of group means and correlation coefficients indicated that Full Scale IQ was fairly stable over a period of six years for both learning-disabled and mildly retarded samples. However, greater variability was noted when examining the frequency of changes in individual subject's scores. Verbal IQ and Performance IQ demonstrated somewhat more variability by all criteria examined. The implications of these results with regard to the importance assigned to IQ in special education classification decisions, the usefulness of retesting IQ in three-year reevaluations, and the efficacy of special education are discussed. 相似文献
8.
The test scores of 153 referred students who received inconsistent placements according to California's discrepancy criterion, which does not take regression into account (standard score distribution procedure), were reanalyzed using a procedure that accounts for regression. Students involved in these MDT discretionary decisions were placed into one of three groups: ineligible (originally met discrepancy criterion, but not placed), resource class (originally did not meet discrepancy criterion, but placed in a less restrictive pull-out program), and special day class (originally did not meet discrepancy criterion, but placed in a more restrictive, essentially full-time special education class). All of these placements were inconsistent with the nonregressed ability-achievement discrepancy criterion the MDTs used at the time of the IEP meeting. To evaluate how many of these students could be considered to be underachieving when regression is considered, regressed discrepancy scores were computed using the students' scores on the WISC-R and one or more of the following achievement tests: WRAT, PIAT, and W-J. Regression “accounted” for a significant proportion of the inconsistent placements in all three groups: ineligible (25.0%), resource class (31.5%), and special day class (46.9%). Implications for professional practice and public policy are discussed. 相似文献
9.
The present study attempted to develop a quantitative model using the WISC-R that could be used to predict those students most likely to be successful in gifted education programs. The study was conducted in two phases using two groups of gifted children. In phase one, 120 elementary students randomly chosen from a pullout program in a suburban school served as the subject pool. The subjects had varying degrees of success in the program. Phase one subject data were used to develop a quantitative model; phase two subjects were used for predictive purposes. Specific results in phase one yielded six maximally discriminant WISC-R subtests. These subtests were then used to predict at well above chance levels (87.8%) those students who were known to have been either marginally or highly successful in the program (n = 41). The present study goes one step beyond previous research by using these maximally discriminant subtests to predict program performance of gifted children. 相似文献
10.
This study investigated the relationship between the School Problem Screening Inventory, Fifth Edition (SPSI) and the Bristol Social Adjustment Guides (BSAG) and the WISC-R. Subjects were 43 junior high school students enrolled in residential or day-treatment programs at a treatment center for adolescents with behavior problems. The results showed the SPSI Behavior Disorder-undercontrolled and overcontrolled scores to be moderately correlated with the BSAG Overreaction and Under reaction scores, respectively. The SPSI Learning Disability and the Mental Retardation scores were found to be moderately correlated negatively with the WISC-R IQs. The findings lend support to the concurrent validity of the SPSI. 相似文献
11.
Hubert Booney
Vance Karen K. Prichard Fred H. Wallbrown 《Psychology in the schools》1978,15(3):349-351
This study compared the WISC-R and PPVT scores for a group of 65 students classified as mentally retarded, ranging in age from 7.5 to 14.5. Pearson product moments (r) and correlated t values were employed in the analysis of data. The evidence from the present study indicated that for this sample of mildly retarded children and youth, the PPVT IQ score is significantly higher than the Full Scale IQ from the WISC-R. The current findings indicate that the same general pattern exists for the WISC-R and PPVT as for the WISC and PPVT scores. 相似文献
12.
Raymond E. Webster 《Psychology in the schools》1988,25(4):365-372
This study examines the temporal stability of the WISC-R for 155 13-and 14-year-old adolescents identified as either EMR or LD who were involved in special education during the preceding three-year time period. The three major scales of the WISC-R were found to be more stable over a three-year period for the LD than for the EMR group, while the subtest scales for the EMR group, showed greater stability over the three-year interval. Test-retest coefficients for the EMR group were substantially lower than those presented in the WISC-R test manual. A large proportion of individuals within both groups showed statistically significant differences on one or more of the IQ score scales between testings based on standard errors of measurement. These findings are examined in relation to individual placement of students, reporting confidence intervals in reports, and calculation of the best unbiased estimate of intellectual functioning. 相似文献
13.
Harry Hamm Jimmy Wheeler Steve McCallum Maurice Herrin Dorothy Hunter Carol Catoe 《Psychology in the schools》1976,13(1):4-8
The study compared differences and similarities between WISC and WISC-R scores for 48 ten- and thirteen-year-old EMR students, who were matched according to sex and race. The WISC-R yielded significantly lower VS, PS, and FS IQ scores than the WISC for this predominantly rural Georgia population. The FS IQ scores from the WISC-R averaged 7.5 points lower than the WISC FS IQs, with similar differences noted for VS and PS scores. There was no significant difference in FS IQs between the two age groups. Results suggest that many children classified as “Borderline” or slightly above by the WISC will be classified as “Mentally Deficient” by the WISC-R. 相似文献
14.
The WISC and WISC-R protocols of 94 special education students (51 white males, 5 black males, 30 white females, and 8 black females) who tested in the mildly retarded and borderline range of abilities (IQs of 50–78) were examined. Their test performance was then followed longitudinally for two additional WISC and WISC-R assessments. Mean age of subjects was 8 years at Test 1, 10.75 years at Test 2, and 14.9 years at Test 3. As predicted, subjects had lower IQ equivalent scores on Bannatyne's Sequencing Ability category than their IQ equivalent scores on the Verbal Comprehension or Perceptual Organization factors of the WISC and WISC-R for all three testings. Results were interpreted as supporting the notion that mildly retarded children and learning disabled children have qualitatively similar learning patterns. 相似文献
15.
Robert J. Thompson 《Psychology in the schools》1981,18(1):43-47
The diagnostic utility of Bannatyne's recategorized WISC-R scores in differentiating among children referred to a developmental evaluation center was evaluated. The results failed to provide support for the diagnostic utility of recategorized WISC-R scores in general and for the pattern spatial 〉conceptual〉sequential in particular. The findings are discussed in terms of the caution necessary regarding the empirical basis for diagnostic inferences and the need for replication and/or evaluation of other potential measures with well-defined clinical groups. 相似文献
16.
James B. Connelly 《Psychology in the schools》1983,20(3):271-275
This study investigated patterns of Bannatyne's recategorized WISC-R scores of 146 predominantly Tlingit Indian children who were referred for psychoeducational testing. The students were divided into two groups, ages 6 through 10 and 11 through 16, in order to investigate patterns that occurred at each level and to investigate the proportions that exhibited a typically “Indian” pattern: Spatial > Sequential > Conceptual and Acquired Knowledge. As a group, the older children displayed an Indian pattern, but the younger children displayed a different one: Spatial > Conceptual and Sequential > Acquired Knowledge. Both groups, however, displayed a significantly greater proportion of children with an Indian pattern than would be expected by chance. A considerable number of individuals from both groups attained significant differences among scores in the Indian direction. 相似文献
17.
L Taylor H S Adelman P Nelson D C Smith V Phares 《Journal of learning disabilities》1989,22(7):439-443
Data are reported on special and regular education students' perceptions of control at school and the importance to the students of having such control. For both special and regular education populations, comparisons were made between students enrolled in experimental and nonexperimental programs. Findings indicate comparability among the four groups with regard to areas in which control is valued. Perceptions of control at school for those in the standard special education group were lower than the ratings of regular education students and lower than those given by special education students in the experimental program. 相似文献
18.
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. 相似文献
19.
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. 相似文献
20.
Krista J. Stewart 《Psychology in the schools》1987,24(3):221-228
The present study evaluated the technical aspects of three WISC-R administrations of five psychology graduate students using the WISC-R Administration Observational Checklist (WAOC). The observations also were used as a means of evaluating interrater agreement on the WAOC. Based on a total of 15 observations of two raters, Cohen's x was calculated for 29 of the measures on the checklist. The x values for 24 of these measures were significant (p < .01). Overall scores on the WAOC indicated that students performed significantly better on the second than on the first observation. Their level of performance was maintained, but was not significantly improved, at the time of a third observation made during the second semester. Error patterns were similar to those found by Fantuzzo, Sisemore, and Spradlin (1983), using the Criteria for Competent WISC-R Administration (CCWA). 相似文献