Assessed the degree of comparability between the tests over time for two samples of referred adolescents of borderline intelligence. Results indicated that the Wechsler Adult Intelligence Scale-Revised significantly overestimated the Wechsler Intelligence Scale for Children-Revised by three to five points. Differences were most marked at the lower…

Evaluated the validity of the Slosson Intelligence test as determined by the Wechsler Intelligence Scale for Children-Revised (WISC-R). Results indicated that the Slosson correctly predicted functioning level to within 10 IQ points of the WISC-R Full Scale scores for 88 percent of the subjects. (LLL)

The evidence suggested that LD children, as a group, exhibit a characteristic WISC(-R) profile whereas few individual LD children actually conform to this pattern. It was concluded that WISC(-R) profiles may not be useful for differential diagnosis of LD students. (Author)

Wechsler Intelligence Scale for Children-Revised (WISC-R) protocols of 55 children (5 to 17 years old) referred for academic problems were examined using a factor-score approach in terms of clusters of subtests hypothesized to reflect functional differences in learning styles. (Author/SBH)

Relationships between the McCarthy General Cognitive Index and WISC-R Full Scale IQ with the Wide Range Achievement reading scores were explored with a sample of 20 educable mentally retarded and 20 learning disabled children, ages six to nine. (Author/SJL)

Administered Wechsler Intelligence Scale for Children-Revised to 45 learning-disabled and 41 gifted Navajo elementary students. Interpreted performance according to Luria-Das Model of Simultaneous and Successive cognitive processes. Gifted and learning disabled students had disparate loadings for some subtests expected to involve Successive and…

Examined whether Kaufman Assessment Battery for Children (K-ABC) could discriminate between learning disabled and normal preadolescents. Tested 43 learning disabled (LD) students and 20 students without learning disabilities. Results indicated that the Achievement score relative to the Mental Processing Composite score was the only measure to…

Assessment batteries of 200 elementary children with learning disabilities were analyzed to identify practices associated with the use of individual intelligence and achievement tests. Among conclusions: Many students identified as SLD have below-average intelligence, do not exhibit discrepancies on the Wechsler scale, and do not have severe…

Investigates the prevalence and utility of the ACID, ACIDS, and SCAD profiles of the WISC-III. Findings support the use of conditional probabilities and incremental gains based on the actual incidence from a referred population to assist in differential diagnosis; however, none of the profiles is recommended as a criterion for determining…

Examines two samples of students classified as learning disabled (LD) for evidence of the phenomenon known as the Flynn effect (FE). Results indicate that the FE does affect Wechsler IQ and component scores of students classified as LD. Suggests that LD classification may be substantially impacted by the FE over the life of an IQ test version.…

School psychologists in North America are facing a transformation of their professional practices brought about by impending changes in operational definitions of learning disabilities (LD). This multimethod study explores the learning disabilities-related beliefs and practices of school psychologists in Western Australia, where these changes have…

A study involving 120 students enrolled in the Mobile County Public School System of Alabama was conducted to investigate the comparability of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Assessment Battery for Children (K-ABC) instruments in their ability to select students for placement in programs for the…

An operational index of discrepancy between ability and achievement using the Wechsler Intelligence Scale for Children and the Peabody Individual Achievement Test (PIAT) was tested with 50 male and 10 female legally identified learning disabled (LD) children (mean age 9 years 2 months). Use of the index identified 74% of the males and 30% of the…

A study involving 104 students (7-12 years old) was conducted to identify subgroups of reading disabled children on the basis of similarities in Wechsler Intelligence Scale for Children-Revised profiles, and to explore the implications of the obtained profiles from the standpoint of remediation and differential programing. (SBH)