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Watkins, Marley W. – Education and Training of the Mentally Retarded, 1980
Special aptitude scores of 84 tenth-grade educable mentally handicapped (EMH) students were obtained with the Nonreading Aptitude Test Battery while intelligence was quantified with the Wechsler Intelligence Scale for Children--Revised. It was concluded that EMH students possess a variety of special aptitudes which could broaden their vocational…
Descriptors: Aptitude Tests, Exceptional Child Research, Intelligence Tests, Mild Mental Retardation
Direct linkWatkins, Marley W.; Canivez, Gary L. – Psychological Assessment, 2004
The Wechsler Intelligence Scale for Children--Third Edition (D. Wechsler, 1991; WISC-III) is often used to identify subtest-based cognitive strengths and weaknesses that are subsequently used to generate interventions. Given that intelligence is presumed to be an enduring trait, cognitive strengths and weaknesses identified via subtest analysis…
Descriptors: Intelligence, Intelligence Tests, Cognitive Ability, Children
Peer reviewedWatkins, Marley W.; Worrell, Frank C. – Psychology in the Schools, 2000
Examines the diagnostic utility of subtest variability for identifying students with learning disabilities (LD) by surveying students (n=2,200) in a normative sample and students (n=684) identified as LD. Results indicated that LD students did not differ from normative sample students at levels above chance. Concludes that deviation of individual…
Descriptors: Academic Ability, Early Identification, Elementary School Students, Intelligence Tests
Peer reviewedWatkins, Marley W. – School Psychology Quarterly, 2000
Reviews the results of four studies included in this issue of "School Psychology Quarterly" which found all four cognitive profile reports lacking reliability, validity, or diagnostic utility. Argues that ipsative methods are inferior to normative methods in cognitive assessment. Recommends that psychologists eschew the application of…
Descriptors: Clinical Diagnosis, Cognitive Measurement, Intelligence Tests, Profiles
Peer reviewedWatkins, Marley W.; Greenawalt, Chris G.; Marcel, Catherine M. – Educational and Psychological Measurement, 2002
Applied factor analysis to the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) scores for 505 gifted students, to evaluate the construct validity of the WISC-III with this population. Results are consistent with the hypothesis that subtests that emphasize speed of reading are not valid for gifted children and suggest that an…
Descriptors: Construct Validity, Elementary Education, Elementary School Students, Factor Analysis
Download full textWatkins, Marley W. – Learning Disabilities: A Contemporary Journal, 2005
Cognitive subtest scatter has often been considered to be diagnostically significant. The current study tested the diagnostic validity of four separate operationalizations of WISC-III subtest scatter: (a) range of verbal, performance, and full-scale subtests; (b) variance of verbal, performance, and full-scale subtests; (c) number of subtests…
Descriptors: Learning Disabilities, Clinical Diagnosis, Test Validity, Measures (Individuals)
Glutting, Joseph J.; Watkins, Marley W.; Konold, Timothy R.; McDermott, Paul A. – Journal of Special Education, 2006
This study employed observed factor index scores as well as latent ability constructs from the "Wechsler Intelligence Scale for Children-Fourth Edition" (WISC-IV; Wechsler, 2003) in estimating reading and mathematics achievement on the "Wechsler Individual Achievement Test-Second Edition" (WIAT-II; Wechsler, 2002). Participants…
Descriptors: Measures (Individuals), Memory, Structural Equation Models, Multiple Regression Analysis
Peer reviewedKush, Joseph C.; Watkins, Marley W. – Assessment, 1997
The factor structures of the 10 Wechsler Intelligence Scale for Children-III core subtests were studied with 161 black students receiving special education services. Results provide evidence of a large first principal factor as well as the expected verbal and performance factors. Implications for psychologists are discussed. (SLD)
Descriptors: Black Students, Construct Validity, Factor Analysis, Factor Structure
Peer reviewedWatkins, Marley W.; Kush, Joseph C.; Glutting, Joseph J. – School Psychology Quarterly, 1997
Examines the Symbol, Search, Coding, Arithmetic, and Digit Span (SCAD) subtests of the Wechsler Intelligence Scale for Children (3rd ed.) (WISC-III) by comparing 363 students with learning and emotional disabilities to the WISC-III normative sample. Results indicate that the SCAD profile is neither a valid diagnostic indicator nor an important…
Descriptors: Diagnostic Tests, Elementary Secondary Education, Emotional Problems, Evaluation Problems
Kush, Joseph C.; Watkins, Marley W. – 1994
The factor structure of the Wechsler Intelligence Scale for Children (Revised) (WISC-R) for both regular and special education populations has been well documented. Published data have also indicated that the factor structure of the WISC-R is similar across ethnic groups. With the development of the new WISC-III, comparable information is not yet…
Descriptors: Elementary Education, Elementary School Students, Ethnic Groups, Factor Structure
