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Intratest and Intertest Reliability and Stability of the WISC, WISC-R, and WAIS Full Scale IQs in a Mentally Retarded Population.
Peer reviewed Peer reviewed
Spitz, Herman H. – Journal of Special Education, 1983
The reliability and stability of the Full Scale IQ scores of retarded adolescents and young adults of three Wechsler Scales were measured. (Author)
Descriptors: Adolescents, Intelligence Tests, Mental Retardation, Test Reliability
A Canonical Correlation Analysis of the WISC and ITPA for a Group of Learning-Disabled Children.
Peer reviewed Peer reviewed
McLeskey, James; And Others – Journal of Special Education, 1980
The study investigated the extent to which information obtained from the WISC overlaps with information obtained from the ITPA. A canonical correlation analysis revealed that only 24 percent of the WISC subtest variance is redundant, given the ITPA; while 22 percent of the ITPA subtest variance is redundant, given the WISC. (Author/DB)
Descriptors: Correlation, Elementary Secondary Education, Intelligence Tests, Language Handicaps
WISC-III and WJ-R Tests of Achievement: Concurrent Validity and Learning Disability Identification.
Peer reviewed Peer reviewed
Schultz, Margaret – Journal of Special Education, 1997
This study examined effects on 62 elementary students with learning disabilities undergoing triennial reevaluation of the change from the Wechsler Intelligence Scale for Children--Revised to the Wechsler Intelligence Scale for Children--Third Edition. Results indicate changes in the correlation with Woodcock-Johnson--Revised Tests of Achievement…
Descriptors: Disability Identification, Elementary Education, Evaluation Methods, Intelligence Tests
Redefining the WISC-R: Implications for Professional Practice and Public Policy.
Peer reviewed Peer reviewed
Macmann, Gregg M.; Barnett, David W. – Journal of Special Education, 1992
The factor structure of the Wechsler Intelligence Scale for Children (Revised) was examined in the standardization sample using new methods of factor analysis. The substantial overlap across factors was most parsimoniously represented by a single general factor. Implications for public policy regarding the purposes and outcomes of special…
Descriptors: Disabilities, Educational Policy, Elementary Secondary Education, Evaluation Methods