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Professional Practice Issues in the Assessment of Cognitive Functioning for Educational Applications
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Decker, Scott L.; Hale, James B.; Flanagan, Dawn P. – Psychology in the Schools, 2013
Research has demonstrated that many children have learning problems related to deficits in specific cognitive processes that are not adequately represented by a single IQ score. The administration of cognitive measures that include narrow abilities is useful in understanding specific learning problems and developing effective interventions.…
Descriptors: Learning Problems, Student Evaluation, Evaluation Methods, Intelligence Tests
Scoring of WISC-R Comprehension, Similarities, and Vocabulary Responses by Experienced and Inexperienced Judges
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Brannigan, Gary G.; And Others – Psychology in the Schools, 1977
Judges (N=10) scored items from the Comprehension, Similarities, and Vocabulary subtests of the WISC-R. Five were inexperienced undergraduates and five were experienced Phds. Overall, there were no appreciable differences in the percentages of agreement between the two groups. (Author)
Descriptors: College Students, Evaluation Methods, Experience, Intelligence Tests
The Diagnostic Utility of Bannatyne's Recategorized WISC-R Scores with Children Referred to a Developmental Evaluation Center.
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Thompson, Robert J., Jr. – Psychology in the Schools, 1981
Evaluates diagnostic utility of Bannatyne's recategorized WISC-R scores in differentiating among children referred to a developmental evaluation center. Results failed to provide support for the diagnostic utility of recategorized WISC-R scores in general. Use of measure is limited in differentiating psychological and learning problems. (Author/CJ)
Descriptors: Children, Educational Diagnosis, Emotional Disturbances, Evaluation Methods
The Relationship of the WISC-R and WRAT: A Study Based Upon a Selected Population
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Schwarting, F. Gene; Schwarting, Kathleen R. – Psychology in the Schools, 1977
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 were substantial. (Author)
Descriptors: Achievement, Children, Comparative Analysis, Elementary Secondary Education
A WISC-III Short Form for Learning-Disabled Students.
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Dumont, Ron; Faro, Connie – Psychology in the Schools, 1993
Data from 664 students referred for special education evaluations were used to create Wechsler Intelligence Scale for Children-Revised (WISC-R) short form. Used short form during 3-year reevaluations of 35 learning-disabled students. All short form deviation quotients fell within students' Full Scale intelligence quotient range. No student was…
Descriptors: Elementary School Students, Elementary Secondary Education, Evaluation Methods, Intelligence Tests
Correlation Study between WISC-III Scores and TOVA Performance.
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Chae, Paul Kyuman – Psychology in the Schools, 1999
The Test of Variable Attention (TOVA), widely used in the assessment of Attention Deficit Hyperactivity Disorder, was studied along with the Wechsler Intelligence Scale for Children III (WISC-III). Explores whether the TOVA is a measure of psychomotor speed function rather than sustained attention. Results indicated that there was no correlation…
Descriptors: Attention Deficit Disorders, Behavior Disorders, Behavioral Science Research, Elementary Secondary Education
The Seductive Nature of WISC-R Short Forms: An Analysis with Gifted Referrals.
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Kramer, Jack J.; And Others – Psychology in the Schools, 1983
Evaluated a short form of the Wechsler Intelligence Scale for Children-Revised (California Abbreviated WISC for the Intellectually Gifted) for screening gifted referrals. Results indicated the short form could be effective in predicting full-scale intelligence quotient even when the prediction was based on data from the original WISC. (Author/JAC)
Descriptors: Elementary School Students, Elementary Secondary Education, Evaluation Methods, Gifted
An Investigation of the Ability of Selected Instruments to Discriminate Areas of Exceptional Class Designation.
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Sapp, Gary L.; And Others – Psychology in the Schools, 1984
Examined the role of various psychoeducational assessment devices in contributing to appropriate placement decisions for 30 emotionally handicapped, 30 learning disabled, and 30 educable mentally retarded students. Results showed that standardized tests plus teacher ratings were effective in predicting only the EMR group. (JAC)
Descriptors: Disability Identification, Elementary Education, Elementary School Students, Emotional Disturbances
Longitudinal Comparisons of Wechsler Scales in Educable Mentally Handicapped Children and Adults.
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Carvajal, Tony L.; And Others – Psychology in the Schools, 1984
Investigated the change in IQ scores over time of subjects in classes for the Educable Mentally Handicapped. Analysis indicated a significant difference existed between Wechsler Intelligence Scale for Children scores administered at initial placement and Wechsler Adult Intelligence Scale scores administered later (mean age, 17 years-6 months).…
Descriptors: Adults, Children, Elementary Secondary Education, Evaluation Methods