The study was designed to determine not only the comparability of the Wechsler Intelligence Scale for Children (WISC) and the WISC-Revised (WISC-R) with 40 minimal brain dysfunction children (6-10 years old), but also to determine whether well-established, clinically useful configurations emerge in the WISC-R as they do in the WISC. (Author/SBH)

This response argues that Linda Siegel's paper (EC221505) confuses measures of intelligence with predicted achievement, calls for doing away with the construct of learning disabilities rather than the discrepancy definition model, and overlooks the need to determine which students qualify for special educational services for treatment of learning…

Discrepancies between IQ and Index scores on the WISC-III were investigated for a sample of students with Specific Learning Disability (SLD) and with mental retardation and evaluated but not classified. Consistent with the WISC-R literature, the discrepancies between Verbal and Performance IQs and higher Performance than Verbal IQs (which…

This study evaluated the external validity of a measure of IQ subtest variability, the profile variability index (PVI), with a sample of 146 children referred for psychological testing. Correlation of PVIs on each intelligence test with achievement scores and indexes of discrepancy between actual and predicted scholastic achievement found…

Students (n=210) in learning disabilities research centers were administered the Wechsler Intelligence Scale for Children-Revised and the Woodcock-Johnson Psychoeducational Battery-Revised. A model considering the reliability of each measure identified learning disabilities three times more often than a regression analysis model. The regression…

Comparison of Wechsler Intelligence Scale for Children (WISC)-Revised and WISC III IQs for 64 students with specific learning disabilities and 55 students with mental retardation (MR) found that correlations were lower than those reported in the WISC-III manual. Only Performance IQs for students with MR matched the correlations reported in the…

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…

Given the paucity of research describing the use of the TONI-3 with urban children with disabilities, a brief review of the literature was conducted. While little relevant research was identified, the use of the TONI-3 was supported in a number of diverse settings. This paper also describes a study designed to examine the validity of the Test of…

A follow-up study was performed to investigate the stability of IQ measures in a group of dyslexic teenagers and young adults. Earlier research had shown contradictory results. The 65 subjects, 12 years old on the average at first test, were retested after a mean interval of six and a half years. There was a significant relative decrease in…

The aim of the current study was to compare the Wechsler Intelligence Scale for Children-Third Edition, UK adaptation (WISC-III[superscript uk]) scores of Indian primary school children when Indian and UK norms are used. The sample consisted of 300 primary school children, within the age range of 6 years to 10 years and 11 months. The children…

Eighty-three children (mean age 9 years) with learning disabilities or multiple physical or sensory handicaps were tested using the Peabody Individual Achievement Test (PIAT) and one or more standard measures of intelligence to assess the value of the PIAT as an effective measure and screening device of educational achievement. (LC)

The purpose of this research was to investigate the Wechsler Intelligence Scale for Children (WISC) subtest scores of information (IN), arithmetic (AR), digit span (DS), and coding (CO). The subjects were all of the students admitted to and remaining in the Seattle Public School District #1 Learning/Language Disability (LLD) Program since…

This study compared the three scales of the WISC and the WISC-R for degree of intercorrelation. Results included significant correlations in all cases, no systematic changes in variance, and significantly lower IQs on the WISC-R for all children in the sample, except the EMRs. (Author)