Fred M. Grossman

Statistically inferred vs. Empirically observed VIQ‐PIQ differences in the WAIS‐R

A discussion on the distinction between statistically significant Verbal-Performance IQ discrepancies and the frequencies with which such differences occur in the WAIS-R standardization sample is presented. An example is provided to aid in the determination of Wechsler Verbal-Performance IQ frequency data, and comparisons are made between statistically derived and empirically observed WAIS-R Verbal-Performance IQ frequencies. Implications for placing additional emphasis upon evaluating Verbal versus Performance IQ frequencies are delineated.

Validity of the Slosson and Otis-Lennon in Predicting Achievement of Gifted Students.

The efficacy of the Slosson Intelligence Test and the Otis-Lennon Mental Ability Test to predict academic achievement as measured by selected subtests of the Stanford Achievement Test (SAT) was examined. Subjects consisted of children referred, evaluated, and subsequently placed in a program for intellectually gifted students. The results of a multivariate multiple regression analysis indicated that the Slosson and Otis-Lennon significantly predict SAT Vocabulary, Reading Comprehension, and Mathematical Concepts subtests, with the Otis-Lennon in comparison with the Slosson accounting for a significantly higher proportion of the variance with SAT scores. Regression equations are provided for determining expected SAT scores based upon observed Otis-Lennon and Slosson IQs. Implications of the findings with regard to the screening of students for gifted programs are delineated.

Referred children's cognitive patterns on the WISC-R.

A variety of theoretically and clinically derived WISC—R subtest regroupings have been proposed to provide clinicians with alternative methods by which to interpret childrens individual cognitive profiles. The present study was conducted to examine selected subtest groupings for a sample of 105 children referred for psychological evaluation because classroom learning problems were suspected. The statistical analyses used were repeated-measures analysis of variance for comparison across a set of four subtest regroupings proposed by Bannatyne in 1974 and dependent t tests for comparisons of several dichotomous sets of subtest regroupings proposed by Kaufman in 1979. A number of significant cognitive pattern differences with these referred children showed marked similarity to learning disabled and conduct-problem children. Implications and suggestions for research are provided.

Cautions in Interpreting WRAT Standard Scores as Criterion Measures of Achievement in Young Children.

The present article calls into question the use of the WRAT as a criterion measure for determining ability/achievement discrepancies in young school-aged children. It is demonstrated that the use of regression equations to predict the expected achievement levels of five- and six-year-old children on the WRAT still does not rectify the difficulties in identifying underachievement for children in the lower primary grades. Implications for the early identification of specific learning disabilities are discussed.

Interpreting WISC-R Verbal-Performance Discrepancies: A Note for Practitioners.

Information relating to the significance of WISC-R Verbal-Performance IQ discrepancies and the frequencies of such differences in the standardization sample have been available to practitioners for several years. With regard to the magnitude of significant discrepancies -within the normal population, such data are often misunderstood and misinterpreted by clinicians. Specifically, the nondirectional aspect of significant frequencies reported in the literature is often misconstrued and interpreted incorrectly. An example of a common misinterpretation is presented as well as suggestions for remedying inaccuracies in reporting discrepancies between Verbal and Performance IQs and frequency data.

The WISC-R as a Predictor of WRAT Achievement for Educable Mentally Handicapped Students:

The present study investigated the predictive validity of the Wechsler Intelligence Scale for Children-Revised (WISC-R) Full Scale IQ relative to the Wide Range Achievement Test (WRAT) Reading, Spelling, and Arithmetic subtests as criterion measures for a group of 61 educable mentally handicapped (EMH) students in a public school setting. The results of a multivariate multiple regression analysis indicated that WISC-R Full Scale IQ did not yield valid prediction of achievement as measured by the WRAT subtests. Cautions are presented with regard to generalizing the current findings to other student populations.

Phonologically Delayed Children's Responses To Three Types of Pictured Stimuli

The purpose of this study was to examine 18 phonologically delayed childrens (aged 6 years, 0 months to 7 years, 6 months) responses to three types of pictured stimuli (black and white line drawings, colored line drawings, and colored photographs). The size of pictures, coloration of the pictures, number of target items presented per card, surface or gloss of the pictures, and the number of items pictured on each card were similar across the three sets of stimuli. The only difference among the three sets of pictured stimuli was the method of pictorial representation. Results indicated that there was a statistically significant difference between the number of correct identifications to black and white line drawings and the colored line drawings and colored photographs.

Interpreting Clinically Derived WISC-R Subtest Groupings: A Statistical Approach

In recent years, psychologists have proposed a variety of Wechsler scale subtest recategorizations to aid practitioners in their approach to cognitive profile analysis. For the most part, subtest regroupings on the Wechsler scales have been clinically derived, with the exception of the three WISC-R factors scores. The present paper introduces information that clinicians may use to calculate standardized deviation quotients and standard errors of measurement for selected subtest groupings. In addition, data for determining significant discrepances between pairs of subtest combinations are introduced. The material presented should lead to a more statistically accurate interpretation of WISC-R profiles than more clinically oriented methods.

Concurrent validity of WISC-R factor scores for educable mentally handicapped children.

The present study investigated the concurrent validity of the WISC-R Verbal Comprehension, Perceptual Organization, and Freedom from Distractibility factor scores relative to the Reading, Spelling, and Arithmetic subtest standard scores obtained on the Wide Range Achievement Test. The sample of 46 students were identified as educable mentally handicapped in a public school setting. The results of separate bivariate analyses indicated that the WISC-R factor scores are not significantly correlated with achievement as measured by this achievement test. Implications of these results and directions for future research are discussed.

Statistical Interpretation of Intraindividual Variability on the Test of Language Development—Primary

The TOLD-P manual presents adequate information related to generating normative statements regarding an individual childs over-all language development; however, the manual provides little direction with regard to interpretations of variability of intraindividual scores. The present study provides clinicians with a statistically based approach to determine relative strengths and weaknesses among a childs TOLD-P Composite Quotients.