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An Investigation of Kaufman's Method for Determining Scatter on the WISC-R.
Peer reviewed Peer reviewed
Campbell, Brian; Wilson, Bradley J. – Journal of School Psychology, 1986
Investigated Kaufman's procedures for determining intersubtest scatter on the Wechsler Intelligence Scale for Children-Revised by means of Sattler's revised tables for determining significant subtest fluctuations. Results indicated that Sattler's revised tables yielded more conservative estimates of subtest scatter than those originally reported…
Descriptors: Intelligence Tests, Scoring Formulas, Statistical Analysis, Statistical Distributions
Four Tables for the Statistical Interpretation of Factor Scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R).
Peer reviewed Peer reviewed
Clampit, M. K.; Silver, Stephen J. – Journal of School Psychology, 1986
Presents four tables for the statistical interpretation of factor scores on the Wechsler Intelligence Scale for Children-Revised. Provides the percentile equivalents of factor scores; the significance of differences between factor scores; the frequency with which specified discrepancies occur; the significance of differences between a factor score…
Descriptors: Factor Analysis, Intelligence Tests, Scores, Scoring Formulas
Comparison of the Qualitative and Developmental Scoring Systems for the Modified Version of the Bender-Gestalt Test.
Peer reviewed Peer reviewed
Brannigan, Gary G.; Brunner, Nancy A. – Journal of School Psychology, 1993
Examined two scoring systems for Modified Version of the Bender-Gestalt Test. Administered Bender-Gestalt and Otis-Lennon School Ability Test to 75 first-grade and 84 second-grade students. Both systems were significantly correlated with school ability. Results of tests for differences between correlations indicated that Qualitative Scoring System…
Descriptors: Grade 1, Grade 2, Intelligence Tests, Primary Education
A Comparison of Regression and Standard Score Discrepancy Methods for Learning Disabilities Identification: Effects on Racial Representation.
Peer reviewed Peer reviewed
Braden, Jeffery P. – Journal of School Psychology, 1987
Showed that the standard score difference method for determining intelligence quotient achievement discrepencies produced disproportionate racial representation, whereas the regression method produced proportionate racial representation in Learning Disabilities (LD) classes. Demonstrated advantages in measurement of discrepancies, LD program…
Descriptors: Achievement Rating, Children, Comparative Analysis, Disability Identification