共查询到20条相似文献，搜索用时 31 毫秒
1.
Children with attention deficit disorder (ADD) and dyslexia (n = 82) made significantly more errors than normally reading children with ADD (n = 83) on a simple auditory test of phonological sensitivity to rhyme and alliteration (Bradley, 1984). A subgroup of children with dyslexia who were sensitive to rhyme and alliteration had higher scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) Spatial factor than a dyslexic subgroup who were phonologically insensitive. In multiple regression analyses, age-corrected phonological sensitivity scores contributed significantly to the prediction of both reading and spelling Wide Range Achievement Test (WRAT) scores, this beyond the contribution of WISC-R variables. Of interest for dyslexia subtyping theories, Spatial factor scores had a subtractive effect in these regression analyses. 相似文献
2.
Two sets of transformations were made in scoring WISC-R Information, Block Design, Comprehension, Picture Arrangement, and Coding subscales in order to estimate the FSIQ of 100 ED children beginning day psychiatric treatment. One set was derived by Kennedy and Elder (1982) (FSIQ-KE) from a sample of 400 children referred for psychological evaluation by a large, urban southern public school district. The other set was developed from the same five subscale scores of the present ED sample (FSIQ-ED). FSIQ-KE scores and FSIQ-ED scores were then compared to FSIQ scores computed according to the standard procedure including all 10 subscales, using paired t-tests and Pearson product-moment correlation coefficients. No significant differences were found between the mean FSIQ scores on the short and long forms of the WISC-R. Correlation coefficients were highly significant, ranging from .958 to .997. Furthermore, only one child shifted IQ classifications when using the short forms. Thus, both FSIQ-KE and FSIQ-ED formulations provided cost-effective, time-saving estimates of the general intellectual performance of ED children beginning day psychiatric treatment. 相似文献
3.
G W Hynd N Nieves R T Connor P Stone P Town M G Becker B B Lahey A R Lorys 《Journal of learning disabilities》1989,22(9):573-580
This study addressed the issue as to whether children reliably diagnosed as attention deficit disordered with hyperactivity (ADD/H) and without hyperactivity (ADD/WO) differed significantly from each other and a clinic control (CC) population on speed and efficiency of cognitive processing. From an outpatient clinic population, 43 ADD/H and 22 ADD/WO children were examined. An analysis of mean reaction time and speeded classification task performance revealed significant group effects on both mean reaction time and on a measure of within-subject variability. ADD/H children performed significantly more slowly and variably than the CC children on several of the speeded classification tasks. However, the ADD/WO group was not distinguished on any measure. Thus, while children may be reliably diagnosed as ADD/H or ADD/WO using behavioral measures, it would appear that they cannot be distinguished on these neurocognitive tasks. Issues related to childhood psychopathology and the neuropsychological basis of ADD/H are discussed. 相似文献
4.
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. 相似文献
5.
A group of 95 black and 52 white low socioeconimic children assigned to special education calsses were initially given the Stanford-Binet (1972 norms) and three years later the WISC-R. Correlations between the Stanford-Binet and WISC-R Full Scale IQs were significant in both ethnic groups, with r=.60 for the total group. Correlations between the Stanford-Binet and WISC-R subtests also were generally signiificant (rs between .29 and .52 for the total group). Stanford-Binet and WISC-R Full Scale IQs did not differ significantly. For this sample of special education children, the Stanford-Binet was found to have satisfactory predictive validity. 相似文献
6.
The Peabody Picture Vocabulary Test (PPVT), Form A was compared to the Wechsler Intelligence Scale for Children-Revised (WISC-R) in two samples of children with reading disabilities. One group of 14 children, referred to a university clinic, were administered the WISC-R, followed by the PPVT. The second group of 38 children from a private learning disability center were administered the PPVT first, followed by the WISC-R. In the combined sample, the PPVT IQ (X̄ = 109.2) was significantly higher than the WISC-R Verbal IQ (X̄ = 98.9), Performance IQ (X̄ = 97.0), and Full Scale IQ (X̄ = 97.5). Similarly, the PPVT IQ was significantly higher than the WISC-R Full Scale in both samples separately, regardless of which test was administered first. In one case, the PPVT IQ was 50 points higher than the WISC-R IQ. Correlations between the PPVT and WISC-R Verbal, Performance, and Full Scale IQs were significant (rs = .56, .29, and .50, respectively). The results suggest that the two tests do not provide interchangeable IQs for a population of reading disabled children. 相似文献
7.
J.Thomas Dalby 《Contemporary educational psychology》1985,10(3):228-234
This investigation compared the behavior ratings and psychometric profiles of children with attention deficit disorders (ADD) and children with developmental reading disorders (DRD). ADD children showed no qualitative reading or spelling problems, although they were slightly behind expected levels of academic achievement. DRD children were significantly more impaired in academic attainment and showed evidence of qualitative disturbances in reading and spelling. DRD subjects did not differ from control subjects on ratings of hyperactivity, which was one of the defining variables of the ADD group. This evidence is interpreted as adding to a growing testimony that indicates that ADD and DRD are distinctly separate groups of disorders. 相似文献
8.
The present investigation compared the PPVT-R/WISC-R scores of a “normal” or “nonexceptional population,” as well as whether prior administration of either of these instruments affected scores on the other. Forty public school second-grade students served as subjects and were randomly assigned to one of four groups, with the order of test administrations determined by group assignment: WISC-R/PPVT-R (Form L): WISC-R/PPVT-R (Form M); PPVT-R (Form L)/WISC-R; PPVT-R (Form M)/WISC-R. The results indecate that, as with exceptional populations, normal school children tend to score lower on the PPVT-R than on the WISC-R. Scores from these two tests are moderately correlated, and prior adminstration of one of the instruments does not appear to alter scores on the other. Implications for practice are discussed. 相似文献
9.
The Kaufman-Assessment Battery for Children (K-ABC), a measure of cognitive functioning, was administered to 26 male and 24 female hearing-impaired elementary school students to determine its appropriateness for hearing-impaired children. The Wechsler Intelligence Scale for Children-Revised (WISC-R) also was administered. Scores for the present hearing-impaired sample on the K-ABC were compared with the normative group and were correlated with the WISC-R and standard achievement test scores. Results showed that both the Simultaneous Processing Scale and the Nonverbal Scale seemed appropriate for hearing-impaired children, whose scores were similar to those of the test's normative sample. Scores on the K-ABC also correlated highly with scores from the WISC-R. The Sequential Processing Scale was more problematic and not as useful. The K-ABC was significantly related to school achievement. Difficulties in the administration of the instrument with hearing-impaired children also are discussed. 相似文献
10.
A group of 41 learning disabled children in Hawaii, aged 6 to 151/2, were tested on the WISC-R. Two main questions were explored: (a) Do the separate WISC-R tests assess “g” for learning disabled children to the same degree that they do for normal children? (b) Is there significantly more scatter among the tests for learning disabled than for normal youngsters? The answers to these questions were interpreted in terms of their diagnostic significance. 相似文献
11.
Twenty-nine children with a diagnosis of Attention Deficit Hyperactive Disorder (ADHD) were compared to a group of 21 emotionally disturbed (ED) children and a control group (CO) of 20 nonproblem children. The meaures used in the comparison were the 12 subtests of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Stroop Color and Word Test (SCWT). The results showed that the CO group was superior to the ADHD and ED groups and that the ED group performed better than the ADHD group on most of the variables. A stepwise discriminant function analysis showed that similar WISC-R subtests differentiated between the ADHD group and the ED and CO groups. Two measures of the SCWT helped in discriminating between the ADHD and ED groups, but not between the ADHD and CO groups. The authors discuss the meaning of these findings and their contribution to better understanding of the ADHD group, its specific cognitive processing, and its problems. 相似文献
12.
Scores on the Slosson Intelligence Test and Peabody Picture Vocabulary Test, two frequently used screening devices, are examined to determine how well they predict scores on the Wechsler Intelligence Scale for Children—Revised. Two hundred seven children representing reading disabled children in the average classroom were administered each of the three measures of this study. The degree of relationship between the PPVT and the WISC-R was found to be.57, and the degree of relationship between the SIT and the WISC-R was found to be.73. The results of this study suggest that the PPVT and SIT measure different and/or limited aspects of a child's ability as measured by the WISC-R and are therefore only rough estimates of capacity to function in situations requiring what is generally termed intelligence. 相似文献
13.
The purpose of the study was to investigate the use of the Kaufman Assessment Battery for Children (K-ABC)–Nonverbal Scale with severely hearing impaired children. The K-ABC was administered to 49 children enrolled at a public residential school for the deaf. Test instructions were given to one group employing American sign language (ASL), plus pantomime and gestures, while the other group received pantomime and gesture (PG) instructions only. No significant difference was found between the two group mean nonverbal K-ABC scores. Also, neither group scored significantly different from the K-ABC norms. Both groups scored significantly lower than K-ABC norms on the Spatial Memory subtest. Significant correlations were found between the K-ABC and Wechsler Intelligence Scale for Children-Revised (WISC-R). A significant correlation also was found between K-ABC scores and Reading Comprehension. A post hoc analysis of data found that, regardless of the instructional set, the children scored significantly lower on the Nonverbal K-ABC than they did on the WISC-R Performance Scale. The study provides support for the appropriateness of the K-ABC for use with deaf children. 相似文献
14.
This study was designed to determine if three diagnostic groups of Navajo children differed on intellectual dimensions as measured by the WISC-R. Subjects had been previously diagnosed by state certified professionals and were identified as nonhan dicapped (NH) (N = 113), educationally disadvantaged.(ED) (N = 189), and learning disabled (LD) (N = 150). NH group means on all WISC-R variables were significantly higher than the LD group means. The ED and the LD group means were similar on the verbal measures, but the LD group scores were lower than the ED group scores on performance measures. The NH group demonstrated intellectual abilities and deficits similar to those reported for other primary-grade Navajo children who had not been referred for suspected handicapping conditions. 相似文献
15.
This study analyzed WISC-R profiles along a three-factor approach (Spatial; Verbal-Comprehensive; Attention-Concentration), as suggested by Bannatyne (1968) for purposes of differential diagnosis. The WISC-R profiles of 278 school-verified learning disabled children were compared to those of four other groups: Educable Mentally Impaired (N = 141), Emotionally Impaired (N = 67), Otherwise Impaired (N = 61), and Nonimpaired (N = 294). The total sample was drawn from the State of Michigan public schools. Statistically significant differences were found between the learning disabled group and the other four groups on WISC-R subtest scores. Further analysis revealed that 36% of the learning disabled and 32% of normal children exhibited this WISC-R profile. Analysis of WISC-R profiles of Spatial→Verbal→Attention was not useful in differential diagnosis among the five groups. The results are discussed in terms of the limited utility of a three-factor analysis of WISC-R subtest scores for the purpose of differential diagnosis. 相似文献
16.
Perceived family functioning, marital status, and depression in parents of boys with attention deficit disorder 总被引：1，自引：0，他引：1
The present study examined the perceptions of parents of children with attention deficit disorder with hyperactivity (ADD/H) regarding their family environment and depression in comparison with a clinical and a nondisabled control group. Parents of children with ADD/H perceived their family environment as less supportive and more stressful than did either the clinical or the nondisabled controls. Specifically, ADD/H parents viewed their families as having lower levels of interpersonal relationships than did either of the control groups. Ratings of depression for each of the parent groups indicated a greater frequency of depressive symptomatology among the parents of children with ADD/H. In addition, more parents of ADD/H children were separated or divorced. Correlation coefficients computed for the entire sample suggest differences between mothers' and fathers' depression and differences in their perceptions of the family. Recommendations are made for future research as well as the development of treatment programs to incorporate work with the parents of children with ADD/H. 相似文献
17.
The personality and intellectual characteristics of three groups of children, one molested by a teacher (n = 16), a second group (n = 16) where the offender was a member of the child's family, and a non-molested control group (n = 16) were contrasted. The children were evaluated using the Personality Inventory for Children (PIC), the Children's Personality Questionnaire (CPQ), and the Wechsler Intelligence Scale for Children (WISC-R). There were few differences between the two molested groups or between boys and girls. However, comparisons of molested and non-molested children showed significant differences on 23 of 34 scales on the PIC and CPQ combined. WISC-R verbal IQs were also lower for the molested groups. While the lack of differences between the two molested groups may have been due to the parent-like relationship between the teacher and the children he molested, the results suggest that a relatively noncoercive style of abuse can still produce significant psychological impairment. 相似文献
18.
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. 相似文献
19.
Patterns of performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) have been proposed as useful tools for the identification of children with learning disabilities (LD). However, most of the studies of WISC-R patterns in children with LD have been plagued by the lack of a typically achieving comparison group, by failure to measure individual patterns, and by the lack of a precise definition of LD. In an attempt to address these flaws and to assess the presence of patterns of performance on the WISC-R, we examined data from 121 children with typical achievement (TA), 143 children with reading disabilities (RD), and 100 children with a specific arithmetic disability (AD), ages 6 to 16 years. The results indicated that the RD and AD groups had significantly lower scores than the TA group on all the Verbal IQ subtests. Many of the children with AD and RD showed a significant difference between Verbal and Performance IQ scores, but so did many of the typically achieving children. Although there were some children with LD who showed the predicted patterns, typically, 65% or more of the children with LD did not. Furthermore, a proportion of the TA group-generally not significantly smaller than that of the RD and AD groups-showed discrepancy patterns as well. Our results indicate that the patterns of performance on intelligence tests are not reliable enough for the diagnosis of LD in individual children. Therefore, it might be more profitable to base the detection of an individual's LD on patterns of achievement test scores. 相似文献
20.
Ninety exceptional children—30 emotionally handicapped (EH), 30 learning disabled (LD), and 30 educable mentally retarded (EMR)—attending public, self-contained classrooms in the Southeast were systematically selected from a master list of all exceptional students (1,355) who had been referred for placement within the last 4 years. All available data used in the placement process, i.e., WISC-R profiles, Key Math scores, and teacher rating scale scores, were obtained by a search of the children's permanent records. To determine the relative effectiveness of the assessment devices in contributing to appropriate placement decisions, a MANOVA with subsequent univariate analyses and multiple discriminant function analyses was employed. Results indicated that both the LD and the EH groups differed significantly from the EMR group, and that classification results for all groups were inadequate. 相似文献