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Direct linkMaerlender, Arthur – Psychology in the Schools, 2010
Auditory processing disorders (APDs) are of interest to educators and clinicians, as they impact school functioning. Little work has been completed to demonstrate how children with APDs perform on clinical tests. In a series of studies, standard clinical (psychometric) tests from the Wechsler Intelligence Scale for Children, Fourth Edition…
Descriptors: Intelligence, Learning Disabilities, Validity, Short Term Memory
Peer reviewedNaglieri, Jack A. – Psychology in the Schools, 1985
Examined normal (N=34), learning disabled (N=34), and borderline mentally retarded (N=33) children's performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Assessment Battery for Children (K-ABC). Results revealed no significant differences between the WISC-R Full Scale IQ and K-ABC Mental Processing Composite…
Descriptors: Children, Elementary Education, Learning Disabilities, Slow Learners
Peer reviewedSandoval, Jonathan; And Others – Psychology in the Schools, 1988
Examined similarity of scores of 30 learning disabled students (aged 16 and 17) on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Results documented similarity between WISC-R and WAIS-R for 16 year-olds who were learning disabled and had average intellectual ability.…
Descriptors: Adolescents, Comparative Testing, Learning Disabilities, Special Education
Peer reviewedBauman, Edward – Psychology in the Schools, 1991
Examined student records of 130 children with learning difficulties who had been tested twice to determine the stability of Wechsler Intelligence Scale for Children-Revised (WISC-R) scores over time. Results suggest that the intelligence quotients in this population are not as stable as was previously thought, and this may provide rationale for…
Descriptors: Elementary School Students, Intelligence Tests, Learning Disabilities, Primary Education
Peer reviewedMayes, Susan Dickerson; Calhoun, Susan L.; Crowell, Errin W. – Psychology in the Schools, 1998
Examines WISC-III profiles for children with learning disabilities (LD; n=66) and non-LD children (n=51); degree of intersubtest scatter was normal and similar for both groups but the pattern of scores differed. Also examines children with attention-deficit hyperactivity disorder. Results reflect the difficulty of ruling out LD at a young age.…
Descriptors: Adolescents, Age Differences, Attention Deficit Disorders, Children
Peer reviewedHeath, Charles P.; Obrzut, John E. – Psychology in the Schools, 1988
Examined relationship of the Kaufman Assessment Battery for Children (K-ABC), the Wechsler Intelligence Scale for Children (Revised), (WISC-R), and the Woodcock-Johnson Psychoeducational Battery (W-JPB), Part Two, using children (N=34) with learning disabilities. Found more consistent relationships between WISC-R and W-JPB Achievement tests than…
Descriptors: Children, Comparative Testing, Concurrent Validity, Elementary Education
Peer reviewedGreenway, Philip; Milne, Lisa – Psychology in the Schools, 1999
Examines whether subtest scatter might be an indicator of learning disabilities (LDs), psychopathology, or both in a sample of normal adolescents (N=170) using the Wechsler Intelligence Scale for Children III and the Minnesota Multiphasic Personality Inventory-Adolescent. The hypothesis that subtest scatter is associated with LDs was generally not…
Descriptors: Adolescents, Delinquency, Depression (Psychology), Learning Disabilities
Peer reviewedOakman, Sue; Wilson, Barry – Psychology in the Schools, 1988
Examined records of 170 learning-disabled students to determine stability of Wechsler Intelligence Scale for Children-Revised (WISC-R) test scores. WISC-R was readministered three years later to 150 subjects. Stability coefficients were .72, .70, and .74 for Verbal, Performance, and Full Scale Intelligence Quotient scores. Results suggest WISC-R…
Descriptors: Elementary Secondary Education, Intelligence Tests, Learning Disabilities, Special Education
Peer reviewedWebster, Raymond E. – Psychology in the Schools, 1988
Examined temporal stability of Wechsler Intelligence Scale for Children-Revised (WISC-R) for adolescents (N=155) identified as either educable mentally retarded (EMR) or learning disabled (LD). Found three major scales of WISC-R to be more stable over three-year period for LD than for EMR group, while subtest scales for EMR group showed greater…
Descriptors: Adolescents, Learning Disabilities, Mild Mental Retardation, Special Education
Peer reviewedMilne, Lisa C.; Greenway, Philip – Psychology in the Schools, 1999
Study aims to determine whether high scores on the Adolescent-School Problems (A-Sch) content scale and the Immaturity (IMM) supplementary scale were associated with cognitive performance as measured by the Wechsler Intelligence Scale for Children III (WISC-III). The association between IMM and the WISC-III was found to be a result of its…
Descriptors: Academic Achievement, Cognitive Ability, High Schools, Learning Disabilities
Peer reviewedColeman, Margaret C.; Harmer, William R. – Psychology in the Schools, 1985
Students (N=54) not designated as learning disabled completed the Woodcock-Johnson Psycho-Educational Battery and the Wechsler Intelligence Scale for Children-Revised. Significant differences were found in the mean scores between the two measures, suggesting that the Woodcock-Johnson may be loaded with verbal factors. (NRB)
Descriptors: Cognitive Ability, Diagnostic Tests, Elementary Education, Elementary School Students
Peer reviewedPhelps, LeAdelle; And Others – Psychology in the Schools, 1984
Evaluated correlations between the Woodcock-Johnson Test of Cognitive Abilities (WJTCA) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) with 55 behavior disordered adolescent males. Results indicated good concurrent validity for the WJTCA Broad Cognitive Score but suggest that WJTCA is heavily verbal weighted. (JAC)
Descriptors: Adolescents, Behavior Disorders, Cognitive Ability, Delinquency
Peer reviewedStavrou, Esther – Psychology in the Schools, 1990
Examined Wechsler Intelligence Scale for Children-Revised (WISC-R) scores of 100 learning-disabled and 60 mildly retarded children retested on 3 separate occasions at 3-year intervals. Different results were obtained depending upon criterion considered. (Author/ABL)
Descriptors: Elementary Secondary Education, Learning Disabilities, Mild Mental Retardation, Scores
Peer reviewedClarizio, Harvey F.; Bennett, Deborah E. – Psychology in the Schools, 1987
Compared Kaufman Assessment Battery for Children (K-ABC) with Wechsler Intelligence Scale for Children-Revised (WISC-R) and Peabody Individual Achievement Test (PIAT) to determine K-ABC's utility in determination of a severe discrepancy for learning disabilities classification. Found that K-ABC and WISC-R/PIAT approaches to the determination of a…
Descriptors: Children, Diagnostic Tests, Educational Diagnosis, Elementary Education
Peer reviewedWard, Sandra B.; And Others – Psychology in the Schools, 1995
Investigates the prevalence and utility of the ACID, ACIDS, and SCAD profiles of the WISC-III. Findings support the use of conditional probabilities and incremental gains based on the actual incidence from a referred population to assist in differential diagnosis; however, none of the profiles is recommended as a criterion for determining…
Descriptors: Attention Deficit Disorders, Higher Education, Identification, Incidence
