摘要:

AbstractThis study analyzed WISC‐R profiles along a three‐factor approach (Spatial; Verbal‐Comprehensive; Attention‐Concentration), as suggested by Bannatyne (1968) for purposes of differential diagnosis. The WISC‐R profiles of 278 school‐verified learning disabled children were compared to those of four other groups: Educable Mentally Impaired (N= 141), Emotionally Impaired (N= 67), Otherwise Impaired (N= 61), and Nonimpaired (N= 294). The total sample was drawn from the State of Michigan public schools. Statistically significant differences were found between the learning disabled group and the other four groups on WISC‐R subtest scores. Further analysis revealed that 36% of the learning disabled and 32% of normal children exhibited this WISC‐R profile. Analysis of WISC‐R profiles of Spatial→Verbal→Attention was not useful in differential diagnosis among the five groups. The results are discussed in terms of the limited utility of a three‐factor analysis of WISC‐R subtest scores for the purpose

ISSN:0033-3085    

DOI:10.1002/1520-6807(198101)18:1<5::AID-PITS2310180102>3.0.CO;2-B

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1981

数据来源: WILEY

摘要:

AbstractReynolds and Gutkin's approach to pattern analysis on the PIAT is modified to allow for the fact that multiple comparisons are involved. The modified strategy uses Bonferroni ists to control the familywise Type I error rate.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198101)18:1<13::AID-PITS2310180103>3.0.CO;2-4

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1981

数据来源: WILEY

摘要:

AbstractThis study compares the performance of learning disabled students on the WISC‐R and the Tests of Cognitive Abilities from the Woodcock‐Johnson Psycho‐Educational Battery. This study finds that learning disabled subjects performed more poorly on the Tests of Cognitive Abilities than on the WISC‐R. Data relative to a number of possible explanations for these results are r

ISSN:0033-3085    

DOI:10.1002/1520-6807(198101)18:1<15::AID-PITS2310180104>3.0.CO;2-W

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1981

数据来源: WILEY

摘要:

AbstractCorrelations of WPPSI IQs with concurrently administered subtests from the WRAT were compared with analogous WISC‐R/WRAT correlations in a group of children referred by regular classroom teachers for school psychological services. Although the magnitudes of all correlations were reduced, due to restriction of range, the comparisons indicated no significant differences in the magnitudes of the correlations of the WPPSI and the WISC‐R with the WRAT. These results support the use of the two instruments as equivalent predictors of achievem

ISSN:0033-3085    

DOI:10.1002/1520-6807(198101)18:1<20::AID-PITS2310180105>3.0.CO;2-6

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1981

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to determine the relationship between the Woodcock Word Comprehension Test and several measures of reading achievement and verbal intelligence. Subjects were 194 children who were tested in a University Reading Clinic. All were administered the Woodcock Reading Mastery Tests, the Slosson Oral Reading Test, an Informal Reading Inventory, the Wechsler Intelligence Scale for Children—Revised, the Slosson Intelligence Test, and the Peabody Picture Vocabulary Test. Pearson product‐moment correlations (r) were used to test the relationships. It appeared that the Woodcock Word Comprehension Test assesses reading ability more than general verbal abil

ISSN:0033-3085    

DOI:10.1002/1520-6807(198101)18:1<24::AID-PITS2310180106>3.0.CO;2-S

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1981

数据来源: WILEY

摘要:

AbstractAlthough there have been a number of studies that compared the test results of the Wide Range Achievement Test (WRAT) and the Peabody Individual Achievement Test (PIAT), none had been accomplished with a group of college‐aged learning disabled students. Indeed, few researchers had investigated populations over 16 years of age, and none had compared grade scores and standard scores with appropriate subtest scores as derived from these two instruments. With the recent emphasis on postsecondary education for the learning disabled, it is deemed critical that researchers should develop a data base for study of this population. The current research demonstrated that although both tests purport to measure academic achievement in reading, spelling, and arthmetic, in reality, significantly different scores are derived when WRAT (1965, 1978) norms are compared to PIAT (1970) norms as stated in grade scores and standard scores. These significant differences in the grade and standard scores clearly indicate that the WRAT and the PIAT, particularly in regard to arthmetic and to a lesser degree to reading, are not interchangeable instruments of academic achievemen

ISSN:0033-3085    

DOI:10.1002/1520-6807(198101)18:1<28::AID-PITS2310180107>3.0.CO;2-D

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1981

数据来源: WILEY

摘要:

AbstractThe Koppitz Human Figure Drawing (HFD) Test was examined for use in early identification of academically not‐ready kindergarten children. HFD developmental scores of a group of children who later “passed” the Metroplitan Readiness Test (stanine score ≥4), as required for admission to the first‐grade classroom, were compared with the HFD scores of a group of children who later “failed” the Metropolitan Readiness Test (stanine score ≤3). Evaluation of the test data showed that the optimum HFD score cut‐off point for prediction of nonreadiness was ≤3; 42% of the nonready and 90% of the ready children, as defined by the Metropolitan Readiness Test (MTR) score criterion, were correctly identified. An overall hit rate of 75% was obtained on the experimental population. The work indicates that HFD developmental scores are useful for early identification of the academically not‐rea

ISSN:0033-3085    

DOI:10.1002/1520-6807(198101)18:1<35::AID-PITS2310180108>3.0.CO;2-I

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1981

数据来源: WILEY

摘要:

AbstractThe study was undertaken to investigate the relationship between subtest scatter on the WISC and higher intellectual potential. All subjects at one time obtained Full Scale IQ scores within the retarded range. Group I consisted of those children who upon reexamination with the WISC obtained Full Scale IQ scores of 75 or below, while Group 2 consisted of those children whose Full Scale IQ scores were now found to be nonretarded upon reexamination. The results indicated that the scatter on the initial examinations failed to predict the future group membership. Irrespective of group membership, scatter was found not to be related to change in Full Scale IQ scores. It was concluded that subtest scatter is a poor indicator of the presence of higher intellectual potential. It was also suggested that these findings are relevant to the WISC‐

ISSN:0033-3085    

DOI:10.1002/1520-6807(198101)18:1<39::AID-PITS2310180109>3.0.CO;2-3

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1981

数据来源: WILEY

摘要:

AbstractThe diagnostic utility of Bannatyne's recategorized WISC‐R scores in differentiating among children referred to a developmental evaluation center was evaluated. The results failed to provide support for the diagnostic utility of recategorized WISC‐R scores in general and for the pattern spatial 〉conceptual〉sequential in particular. The findings are discussed in terms of the caution necessary regarding the empirical basis for diagnostic inferences and the need for replication and/or evaluation of other potential measures with well‐defined clinic

ISSN:0033-3085    

DOI:10.1002/1520-6807(198101)18:1<43::AID-PITS2310180110>3.0.CO;2-9

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1981

数据来源: WILEY

摘要:

AbstractThe Wechsler Preschool and Primary Scale of Intelligence (WPPSI) was factor analyzed at each of six age levels between 4 and 6½ years through the method of principal factors. A two‐factor solution, corresponding essentially to Wechsler's a priori grouping of the subtests into a Verbal and nonverbal or Performance scale, best described the 11 WPPSI subtests at each age level. Examination of the common, specific, and error variance components of the subtests across age levels indicated adequate test specificity to allow for individual interpretation of all subtests except Information and Comprehension when the null hypothesis model of ipsative interpretation of individual tests is employ

ISSN:0033-3085    

DOI:10.1002/1520-6807(198101)18:1<48::AID-PITS2310180111>3.0.CO;2-S

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1981

数据来源: WILEY