The concept of intelligence in current models of learning disabilities (medically based, perceptual processing, ability-achievement discrepancy, and alternative viewpoints) is addressed in general terms. Ability-achievement discrepancy models place the most emphasis on intelligence, but focus on intelligence test scores rather than on any…

Learning Disabled children (N=198) were tested on both the WISC-R (Wechsler Intelligence Scale for Children-Revised) and K-ABC (Kaufman Assessment Battery for Children). Joint factor analysis produced three-factor and four-factor solutions. Factors corresponding to three K-ABC scales generally converged with three WISC-R factors. (Author/CL)

Inter-rater reliability of the Goodenough-Harris and McCarthy Draw-A-Child scoring systems was examined for a sample of 60 children, including 20 school-labeled learning disabled, 20 mentally retarded, and 20 normal children between the ages of six and eight-and-one-half years. (Author)

The study compared the Woodcock-Johnson Psycho-Educational Battery Tests of Cognitive Ability and the Wechsler Intelligence Scale for Children--Revised for a sample of 51 learning disabled children (7-11 years old). (Author/SBH)

The study was designed to investigate scatter produced by 105 learning disabled (LD) children (6 to 16 years old) and to compare Wechsler Intelligence Scale for Children-Revised (WISC-R) scatter with that produced by A. Kaufman's (1976) normal population. Range of scaled scores (i.e., scatter) was significantly greater for the LD group. (SBH)

This study suggests that the Peabody Picture Vocabulary Test and the Slosson Intelligence Test measure different and limited aspects of a child's ability and are only rough estimates of his/her capability of what is generally termed intelligence. Scores from either should be interpreted with care and in light of other information about a child.…

The study examined Performance and Verbal IQ scores for 27 depressed and 15 nondepressed children (mean age 10 years) with learning difficulties. Previous findings (Brumbach, 1985) of a significant association between depression and Performance IQ deficits were not supported by the current study. (Author/DB)

Examined scatter analysis and Kaufman regroupings of Wechsler Intelligence Scale for Children-Revised scores. Findings from 31 non-learning-disabled children and 29 learning-disabled children revealed significant difference in Verbal and Performance intelligence quotients between learning-disabled and nondisabled children, with significantly more…

Investigation of the stability of Wechsler Adult Intelligence Scale Revised scores of 25 college students over a 4-year period found that global and subtest scores were highly stable. Subtest scores tended to be higher on the retest, but global scores were not despite four years of educational experiences between test administrations. (Author/DB)

The impact of eye contact by the examiner versus no eye contact during administration of the Digit Span subtest of the third edition of the Wechsler Intelligence Scale for Children (WISC-III) was studied with 43 children with a range of diagnoses. Performance was not affected by eye contact, because respondents generally avoided it even when…

Findings suggest that Vernon's hierarchical paradigm constitutes a useful framework for interpreting WISC and ITPA results for reading disabled students. (RB)

In order to evaluate the effectiveness of the Wechsler Intelligence Scale for Children (WISC) in discriminating auditory or visual deficits, 121 learning disabled children (mean age 100 months) were tested. (PHR)