Gary L. Sapp

WISC-III SUBTEST PATTERNS OF ADHD AND NORMAL SAMPLES

WISC–III subtest patterns of children with Attention Deficit Hyperactivity Disorder were compared with two other groups of children described in the WISC–III manual, a sample with Attention Deficit Hyperactivity Disorder and the WISC–III standardization sample. Subtest patterns of primary interest were the SCAD Index based on Symbol Search, Coding, Arithmetic, Digit Span, Bannatyne scores for Spatial, Verbal Conceptualization, Sequencing Ability, and the ACID Profile including Arithmetic, Coding, Information, and Digit Span. Comparisons of WISC–III scaled scores and subtest patterns for the samples with Attention Deficit Hyperactivity Disorder supported the congruence between them. Further, the cumulative percentages of children in the three samples who obtained differences between the SCAD Index and the Perceptual Organization Index were computed. Analysis indicated that 17 of the 35 subjects in the current sample obtained differences of 9 points o greater. The results were substantially different from the WISC–III standardization sample but congruent with the WISC–III sample of children with Attention Deficit Hyperactivity Disorder. These outcomes support the diagnostic utility of WISC–III subtest profile patterns for children with Attention Deficit Hyperactivity Disorder.

Stress, Locus of Control, and Achievement of High School Seniors

High school seniors in the top and bottom quartiles of achievement (ns = 30) showed locus of control was strongly related to tension-stress, those internally oriented showing lower tension-stress. Number of life changes was associated with tension-stress; girls scored higher than boys. School-related stress was deemed to be an important factor in the lives of these students.

Validation of the Stanford-Binet Intelligence Scale: Fourth Edition with Exceptional Black Male Students.

Standard Age Scores on the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) and WISC-R IQs of 51 urban black males receiving special education services were compared. Correlations between the SBIV Composite scores and WISC-R Verbal, Performance, and Full Scale IQs were 0.803, 0.826, and 0.87 respectively. Correlations between all combinations of scales ranged from 0.612 to 0.888, median r=.723. SBIV Composite mean scores did not differ significantly from the mean WISC-R Full Scale, Verbal, and Performance IQs. Regression analysis of the three subgroups (BD. LD, and EMR) indicated that the SBIV possesses differential validity for each group. Tabular comparison of precision of classification between the SBIV and the WISC-R yielded a 78% agreement. These data suggest that the SBIV possesses utility for assessing the intelligence of black students classified as BD and EMR. However, the use of the scale with LD students is unsupported.

Factor Analysis of the WISC—R for Gifted Students: A Replication and Comparison

Prior research examining the factor structure of the Wechsler Intelligence Scale for Children—Revised for gifted children has produced somewhat contradictory results. This study examined the factor structure of the WISC—R for gifted children for comparison with those of previous studies. The basic factor structure of the Verbal Comprehension and the Perceptual Organization factors was reconfirmed for a gifted sample; factors were similar to those in previous studies. However, the third factor appeared to measure somewhat different abilities for this sample. These results further support the validity of the test for use with gifted children.

BENDER-GESTALT DEVELOPMENTAL SCORES: PREDICTING READING AND MATHEMATICS ACHIEVEMENT

This study examined the relative importance of perceptual-motor processes and intelligence in predicting reading and mathematics achievement of children of low birthweight. Subjects were two groups of 153 children, ages 6 to 12 years, of either low (3 lb. or below, n = 72) or normal birthweight (n = 81) who participated in a comparative study on sequelae of children of low birthweight. To examine the utility of the Bender-Gestalt test in predicting academic achievement, Bender developmental scores, WRAT reading and mathematics scores, and WISC—R Full Scale IQs from both groups were compared and then intercorrelated separately. The mean comparisons indicated that children of low birthweight scored significantly lower on both Bender scores and reading achievement and had lower IQs than those of normal birthweight. Bender scores also appeared to have more utility for predicting reading and mathematics achievement for children of low birthweight than for those of normal birthweight.

Examination of the validity of the WISC-III with urban exceptional students.

To investigate the criterion validity of the WISC-III, WISC-R and WISC-III IQs of 96 urban special education students who underwent a 3-yr. reevaluation were compared. The study examined (a) differences between WISC-R and WISC-III IQs and scale scores, (b) relationships among respective WISC-R and WISC-III IQs and scale scores, and (c) WISC-III IQ differences across three exceptionalities: Learning Disabled, Mentally Retarded, and Behavioral Disorders. A related question was to assess whether WISC-III Full Scale IQs differed by race. As expected, all WISC-III IQs and subtest scores were lower than the corresponding WISC-R IQs. Correlations computed among the three scales, respectively, indicated substantial conceptual overlap (Full Scale IQ = .88, Verbal IQ = .82, Performance IQ=.81). Analysis indicated a significant difference in WISC-III Full Scale IQs with respect to race. Comparisons by exceptionality and race indicated that African American students in the Learning Disabled and Behaviorally Disordered groups obtained significantly higher WISC-III Full Scale IQs than did Euro-American students. No significant difference was obtained on scores for Mentally Retarded groups.

Comparison of Scores on WISC-III and WISC—R of Urban Learning Disabled Students

Wechsler Intelligence Scale for Children-III IQs and Wechsler Intelligence Scale for Children—Revised IQs of 16 preadolescents who were learning disabled, urban students (14 black) receiving special education services were compared. Analyses indicated lower mean WISC-III IQs, correlations of .57, .74, and .72 between scores on Full, Verbal, and Performance Scales, respectively, and significant correlations of .44 to .80 between respective sets of subtests. Exceptions were Information (.34), Similarities (.30), and Picture Arrangement (.15). These results suggest that the WISC-III may compare favorably with the WISC—R, if replicated with a substantial group.

SCORES ON THE WECHSLER INDIVIDUAL ACHIEVEMENT TEST AND THE KAUFMAN TEST OF EDUCATIONAL ACHIEVEMENT-COMPREHENSIVE FORM FOR EMOTIONALLY CONFLICTED ADOLESCENTS

Subtest scores on the Wechsler Individual Achievement Test and the Kaufman Test of Educational Achievement-Comprehensive Form were compared for 27 emotionally conflicted adolescents. Correlations between subtests paired for assumed comparability ranged from .79 to .91 (median r = .69), and one of five mean comparisons was significant (Wechsler Mathematics Reasoning > Kaufman Mathematics Applications). The results suggest that these selected Wechsler subtests possess utility for assessing academic achievement and provide an acceptable alternative to the K–TEA.

VALIDATING THE STREET SURVIVAL SKILLS QUESTIONNAIRE

The utility of the Street Survival Skills Questionnaire was investigated using a sample of 18 trainable mentally retarded males attending public schools. Pearson product-moment correlations were computed among the total scores, four standard scores on the Vineland Adaptive Behavior Scale—Survey Form, and three Wechsler Intelligence Scale for Children—Revised IQs. The Street Skills scores correlated significantly with Vineland Daily Living scores and WISC—R Full Scale and Performance IQs; however, nonsignificant relationships were obtained with WISC—R Verbal IQs, Vineland Composite scores, Communication Domain scores, and Socialization Domain scores. The use of the questionnaire in assessment of adaptive behavior was supported but within a narrow scope, i.e., daily or functional living knowledge.

Comparative validity of two wais−R short forms with vocational rehabilitation clients

Scores from two (Vocabulary, Block Design) and four (Arithmetic, Vocabulary, Block Design, and Picture Arrangement) subtest short forms of the WAIS—R were compared with the Full Scale IQs for vocational rehabilitation clients, 305 mentally retarded, emotionally disturbed, and physically handicapped subjects. Some large differences between mean IQs, some low correlations between IQs once corrected for spuriousness, and high misclassification rates suggest caution in using the short-form IQs. Use of the Full Scale IQ for screening vocational rehabilitation clients is recommended.