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Showing all 12 results Save | Export
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McGill, Ryan J.; Ward, Thomas J.; Canivez, Gary L. – School Psychology International, 2020
The Wechsler Intelligence Scale for Children (WISC) is the most widely used intelligence test in the world. Now in its fifth edition, the WISC-V has been translated and adapted for use in nearly a dozen countries. Despite its popularity, numerous concerns have been raised about some of the procedures used to develop and validate translated and…
Descriptors: Children, Intelligence Tests, Translation, Test Validity
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Kettler, Ryan J. – School Psychology International, 2020
This article is a commentary on McGill et al.'s (2020) article "Use of Translated and Adapted Versions of the WISC-V: Caveat Emptor." McGill et al. use caveat emptor in their title to indicate that the buyer of an assessment must be careful about the product being purchased, presumably because the seller of the assessment is not being…
Descriptors: Children, Intelligence Tests, Translation, Test Reliability
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Norfolk, Philip A.; Farmer, Ryan L.; Floyd, Randy G.; Woods, Isaac L.; Hawkins, Haley K.; Irby, Sarah M. – Journal of Psychoeducational Assessment, 2015
The representativeness, recency, and size of norm samples strongly influence the accuracy of inferences drawn from their scores. Inadequate norm samples may lead to inflated or deflated scores for individuals and poorer prediction of developmental and academic outcomes. The purpose of this study was to apply Kranzler and Floyd's method for…
Descriptors: Intelligence Tests, Psychometrics, Sample Size, Norm Referenced Tests
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McGill, Ryan J.; Styck, Kara M.; Palomares, Ronald S.; Hass, Michael R. – Learning Disability Quarterly, 2016
As a result of the upcoming Federal reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA), practitioners and researchers have begun vigorously debating what constitutes evidence-based assessment for the identification of specific learning disability (SLD). This debate has resulted in strong support for a method that…
Descriptors: Learning Disabilities, Disability Identification, Disabilities, Federal Legislation
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Mrazik, Martin; Janzen, Troy M.; Dombrowski, Stefan C.; Barford, Sean W.; Krawchuk, Lindsey L. – Canadian Journal of School Psychology, 2012
A total of 19 graduate students enrolled in a graduate course conducted 6 consecutive administrations of the Wechsler Intelligence Scale for Children, 4th edition (WISC-IV, Canadian version). Test protocols were examined to obtain data describing the frequency of examiner errors, including administration and scoring errors. Results identified 511…
Descriptors: Intelligence Tests, Intelligence, Statistical Analysis, Scoring
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Lyon, Mark A. – Journal of Learning Disabilities, 1995
This study examined differences between Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and Wechsler Intelligence Scale for Children-Revised (WISC-R) scores for 40 elementary students with learning disabilities. WISC-III Full Scale, Verbal, and Performance scores were lower than comparable WISC-R scores by one-third to one-half a…
Descriptors: Comparative Analysis, Correlation, Disability Identification, Elementary Education
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Clampit, Michael K.; Silver, Stephen J. – Journal of Learning Disabilities, 1990
The Learning Disability Index (LDI) was validated by an examination for mean profiles and demographic characteristics of high and low LDI subsets of the standardization sample of the Wechsler Intelligence Scale for Children-Revised. The LDI continuum was found to measure Third Factor strengths/weaknesses as much as verbal-performance…
Descriptors: Concurrent Validity, Demography, Elementary Secondary Education, Handicap Identification
Prewitt-Diaz, Joseph O.; Munoz, Gaisel – 1980
A Spanish translation of the Wechsler Intelligence Scale for Children (WISC) was tested for reliability among kindergarten to ninth grade Puerto Rican children. The study was prompted by the concern expressed in previous studies that translated and adapted intelligence tests, which have been standardized primarily with children of one culture, do…
Descriptors: Cultural Influences, Culture Fair Tests, Elementary Secondary Education, Intelligence Tests
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Back, Richard; Dana, Richard H. – Journal of Consulting and Clinical Psychology, 1977
The Wechsler Intelligence Scale for Children (excluding Mazes and Digit Span) was administered to 64 third-grade children, randomly selected for IQ. Female examiners elicited higher Full Scale IQ, Verbal IQ, Comprehension, Similarities, and Vocabulary scores from all children. (Author)
Descriptors: Counselor Role, Elementary School Students, Intelligence Tests, Interaction Process Analysis
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Collaer, Marcia Lee; Evans, James R. – Journal of Clinical Psychology, 1982
Obtained normative data from 305 children on a Coding Recall Measure adapted from the WISC-R. Although coding recall has face validity as a visual memory measure, there are some contradictions to such clinical use in view of possible lack of representativeness of the sample and limited reliability and validity. (Author/JAC)
Descriptors: Elementary Secondary Education, Psychological Evaluation, Recall (Psychology), Retention (Psychology)
Avery, Richard O.; And Others – Education and Training in Mental Retardation, 1989
Scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and Wechsler Adult Intelligence Scale-Revised (WAIS-R) Verbal, Performance, and Full Scales were compared for 26 adolescents with educable mental handicaps. The WAIS-R, while strongly correlated with the WISC-R, provided higher scores on all three scales. Several WISC-R…
Descriptors: Adolescents, Comparative Testing, Intelligence Quotient, Intelligence Tests
Guilliams, Clark I. – 1975
Chicano and Amerindian vocabulary scale responses from the Stanford-Binet (LM) and Wechsler Intelligence Scale for Children were item-analyzed for 1,009 subjects. The response patterns differed both by ethnic group and test, as well as by age. The most common, and recurring, pattern found was "level-of-difficulty" gradient…
Descriptors: American Indians, Correlation, Disadvantaged, Elementary Education