Comprehensive, individual intelligence tests can be invaluable when used as part of a multi-faceted approach to identify gifted and twice exceptional children. The Wechsler Intelligence Scale for Children (WISC) is a popular cognitive assessment for this purpose. This statement addresses guidelines for use of the WISC-V in the assessment of gifted…

The purpose of this article is to understand the decision-making processes by assessment personnel when choosing instruments to evaluate students with learning disabilities. Eight school personnel responsible for the evaluation of students in Texas participated in face-to-face, semistructured interviews. The instruments chosen were based on a…

The history of intellectual assessment with children and youth in Peru is presented from the foundation of scientific psychology in Peru until now. Current practices are affected by the multicultural ethnolinguistic diversity of the country, the quality of the different training programs, as well as by Peruvian regulations for becoming an academic…

This article provides guidelines for an entry-level course that prepares psychology students and practitioners to acquire entry-level skills, abilities, knowledge, and attitudes important to the individual assessment of intellectual abilities of children and youth. The article reviews prominent international, regional, and national policies,…

Whenever a major intelligence or achievement test is revised, there is always renewed interest in the underlying structure of the test as well as a renewed interest in the scoring, administration, and interpretation changes. In this interview, Amy Gabel discusses the most recent revision of the "Wechsler Intelligence Scale for Children-Fifth…

Performance of 46 gifted and talented students (7-12 years old) on the Woodcock-Johnson Tests of Cognitive Ability and the Wechsler Intelligence Scale for Children-Revised was compared. Concurrent validity between the two full-scale measures was indicated. Scores on the alternative cluster of Broad Reasoning provided more accurate appraisal of…

Educational records of 40 hearing-impaired children (3-15 years old) given both the Leiter International Performance Scale and the Wechsler Intelligence Scale for Children-Revised, Performance Scale, were reviewed. The Leiter had a standard deviation significantly greater than that reported in the examiner's manual. Care is suggested when…

The study examined the stability of WISC-R (Wechsler Intelligence Scale for Children-Revised) Verbal-Performance (V-P) differences at the triannual reevaluation of 71 learning disabled students from Hawaii. Results revealed a slight increase of three points in the V-P differences, with a correlation of .55 between the Time 1 and Time 2 V-P…

Eighty-four hearing-impaired children (6-16 years old) were administered the Wechsler Intelligence Scales for Children-Revised Performance Scales and Raven's Coloured or Standard Progressive Matrices. Correlations coefficients between the two instruments were significant. It appears matrices could be used as a guide to level of intellectual…

The study examined the relationship between performance on the K-ABC (Kaufman Assessment Battery for Children) and the WISC-R (Wechsler Intelligence Scale for Children--Revised) for 67 students being considered for placement in a private school in a midwestern metropolitan area that serves students with severe learning disabilities. All were…

Studied the complementary nature of Illinois Test of Psycholingusitic Abilities (ITPA) and Wechsler Intelligence Scale for Children Revised (WISC-R) in a sample of 60 language-impaired children. Results suggest that the ITPA is more sensitive to differences in children's verbal and performance abilities than the WISC-R. (SLD)

Used the national standardization sample (n=2,200) of the Wechsler Intelligence Scale for Children Third Edition (WISC-III) to investigate differential item functioning (DIF) in 6 WISC-III subtests. Detected both uniform DIF and nonuniform DIF, finding DIF for about one third of the items studied. Discusses implications for use of the WISC-III.…

The Wechsler Intelligence Scale for Children--Revised and the Wechsler Adult Intelligence Scale--Revised were administered in a conterbalanced design to 14 educable mentally handicapped 16-year-olds. Verbal, Performance, and Full Scale IQ scores were compared. Correlations and matched t-tests were computed and the results indicated that Verbal and…

The study examined the WISC-R (Wechsler Intelligence Scale for Children-Revised) profiles of 26 intellectually gifted students with respect to idiographic and normative variability in performance between scales and among subtests. Results indicated (even among highly homogeneous ability groups) significant variability in performance, reflecting…

Confirmatory factor analyses of the third edition of the Wechsler Intelligence Scale for Children (WISC-III) using the Canadian normative sample (n=1,100 children) were conducted to verify the four-factor model found in the U.S. normative sample. Results paralleled those of the U.S. sample and support use of the WISC-III factor indexes. (SLD)