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Peer reviewedSimpson, Michael; Carone, Dominic A., Jr.; Burns, William J.; Seidman, Traci; Montgomery, Doil; Sellers, Alfred – Psychology in the Schools, 2002
The Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the Stanford-Binet Intelligence Scale-Fourth Edition (SB-IV), were administered to 20 gifted children and 20 non-gifted children to examine the extent of the difference in IQ scores obtained on the two tests. Results show that the SB-IV Composite Score was significantly…
Descriptors: Gifted, Intelligence Quotient, Intelligence Tests, School Psychology
Peer reviewedAtkinson, Leslie – Psychology in the Schools, 1992
Discusses Bauman's (1991) evaluation of stability of Wechsler Intelligence Scale for Children (Revised) IQs in children with learning difficulties. Argues that some procedures produced magnified estimates of instability. Presents reanalysis of data that suggests that, although stability coefficients were high, approximately 25 percent of sample…
Descriptors: Evaluation Problems, Foreign Countries, Intelligence Tests, Scores
Peer reviewedSilver, Stephen J.; Clampit, Michael K. – Psychology in the Schools, 1991
Provides new confidence intervals for Wechsler Intelligence Scale for Children-Revised (WISC-R) to improve accuracy over existing tables. Includes alternative confidence interval tables for WISC-R quotients at extreme levels where current tables are least accurate. New tables center confidence intervals on estimated true intelligence quotient and…
Descriptors: Children, Intelligence Quotient, Intelligence Tests, Statistical Analysis
Peer reviewedBauman, Edward – Psychology in the Schools, 1991
Examined student records of 130 children with learning difficulties who had been tested twice to determine the stability of Wechsler Intelligence Scale for Children-Revised (WISC-R) scores over time. Results suggest that the intelligence quotients in this population are not as stable as was previously thought, and this may provide rationale for…
Descriptors: Elementary School Students, Intelligence Tests, Learning Disabilities, Primary Education
Peer reviewedReynolds, William M. – Psychology in the Schools, 1979
The Slosson Intelligence Test, unlike most current measures of intelligence, uses a ratio method of mental age divided by chronological age to obtain an IQ score. Standard deviations are not stable across age levels. It is concluded that the Slosson is inappropriate for use in the diagnosis of mental retardation. (Author)
Descriptors: Clinical Diagnosis, Intelligence Tests, Measurement Instruments, Mental Retardation
Peer reviewedKeogh, Barbara K.; And Others – Psychology in the Schools, 1973
This study investigated patterns of WISC performance of children with serious school learning and adjustment problems. WISC scores of mentally retarded, learning disordered, and hyperactive learning disordered children were analyzed in terms of three categories of subtests to reflect process or functional aspects of intellectual performance.…
Descriptors: Academically Handicapped, Intelligence, Intelligence Tests, Performance
Peer reviewedMiller, Charles K.; Chansky, Norman M. – Psychology in the Schools, 1973
Descriptors: Evaluation, Followup Studies, Intelligence Tests, Scores
Peer reviewedBarton, K.; And Others – Psychology in the Schools, 1972
The findings suggest that objective tests of motivation add considerably to the prediction of achievement. (Author)
Descriptors: Academic Achievement, Achievement, Intelligence Tests, Motivation
Peer reviewedMahone, E. Mark; Miller, Teresa L.; Koth, Christine W.; Mostofsky, Stewart H.; Goldberg, Melissa C.; Denckla, Martha B. – Psychology in the Schools, 2003
Examines IQ test performance in 122 unmedicated children with ADHD, and 46 children from a healthy, comparison group. Children with ADHD had significantly lower Performance IQ on WISC-III compared to the WISC-R. In contrast, there were no significant differences between the WISC-R and WISC-III cohorts on Performance IQ or any Performance subtests…
Descriptors: Attention Deficit Disorders, Children, Hyperactivity, Intelligence Tests
Peer reviewedNagle, Richard J. – Psychology in the Schools, 1993
Examined relationship between Wechsler Adult Intelligence Scale-Revised (WAIS-R) and Wide Range Achievement Test-Revised (WRAT-R) scores among 78 educable mentally retarded adolescents. Found that WAIS-R Verbal intelligence quotient (IQ) was significantly correlated with all WRAT-R subtests. Performance IQ was significantly related only to…
Descriptors: Academic Achievement, Adolescents, Intelligence Tests, Mild Mental Retardation
Peer reviewedHarrington, Robert G.; And Others – Psychology in the Schools, 1992
Examined concurrent validity between Woodcock-Johnson Psycho-Educational Battery-Revised Tests of Cognitive Ability (WJ-R, COG) (Early Development) and Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) by administering instruments to 30 normal 3, 4, and 5 year olds. WJ-R Broad Cognitive Ability and WPPSI-R Full Scale IQ and…
Descriptors: Cognitive Ability, Concurrent Validity, Intelligence Tests, Preschool Children
Peer reviewedComninel, Mary E.; Bordieri, James E. – Psychology in the Schools, 2001
Uses the Dumont-Faro short form to estimate the Wechsler Intelligence Scales for Children-III (WISC-III) Full Sale IQ scores for 45 special education students. Results demonstrate that IQ scores were positively correlated with the WISC-III Full Scale scores. However an IQ miscalculation rate of 44% challenges the utility of the Dumont-Faro short…
Descriptors: Correlation, Intelligence Tests, Special Education, Special Needs Students
Peer reviewedBell, Nancy L.; Rucker, Marggi; Finch, A. J., Jr.; Alexander, Joanne – Psychology in the Schools, 2002
Examines the concurrent validity of the Slosson Full-Range Intelligence Test (S-FRIT) by comparing S-FRIT scores to the scores of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the Woodcock-Johnson Tests of Achievement-Revised (WJ-R). Results revealed that the S-FRIT scores were more related to overall intelligence,…
Descriptors: Ability Identification, Concurrent Validity, Elementary Education, Intelligence Tests
Peer reviewedSchwarting, F. Gene – Psychology in the Schools, 1976
So as to compare the results of the WISC and WISC-R, instruments were administered to 58 children. All IQs were significantly higher on the WISC, with the Performance difference being greater than the verbal difference. Regression equations were obtained to predict WISC-R IQs from WISC scores. (Author)
Descriptors: Children, Comparative Analysis, Intelligence Tests, Performance Tests
Peer reviewedSaigh, Philip A.; Payne, David A. – Psychology in the Schools, 1979
An experimental study was undertaken with 120 educable mentally retarded students to examine the effect on performance of three types of test item response reinforcers (token, verbal praise, verbal neutral), and two levels of reinforcement schedule (fixed and continuous ratio). (Author)
Descriptors: Intelligence Tests, Mild Mental Retardation, Performance, Positive Reinforcement
