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Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 4 березня 2023

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1

Lewis, Carol D., and Susan Lorentz. "Comparison of the Leiter International Performance Scale and the Wechsler Intelligence Scales." Psychological Reports 74, no. 2 (April 1994): 521–22. http://dx.doi.org/10.2466/pr0.1994.74.2.521.

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Letter International Performance Scale (Leiter) and Wechsler IQs of 30 children were compared. Correlations among IQs were large and similar for the 15 African-American and 11 Latino children. However, Leiter IQs for Latino children were significantly higher than corresponding IQs from Wechsler scales.

2

Lezak, Muriel D. "More Practice Effect Tables for More Effective Practice: Practitioner's Guide to Evaluating Change with Intellectual Assessment Instruments, R.J. McCaffrey, K. Duff, and H.J. Westervelt (Eds.). 2001. New York: Kluwer Academic/Plenum. 280 pp., $69.95 (PB)." Journal of the International Neuropsychological Society 8, no. 6 (September 2002): 870. http://dx.doi.org/10.1017/s1355617702246160.

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Clinicians owe a debt of gratitude to McCaffrey and his team for developing not just one (McCaffrey et al., 2000) but now a second set of tables providing an extensive compilation of test–retest data for tests commonly used in neuropsychological assessment. The newest Practitioner's Guide presents the retest findings for all four versions of the adult Wechsler Intelligence Scale [Wechsler-Bellevue, the original Wechsler Adult Intelligence Scale (WAIS), and its variants: WAIS–R, WAIS–III, WAIS–RNI], plus the Wechsler Intelligence Scale for Children (WISC) with its variants (WISC–R, WISC–III) and the Wechsler Preschool and Primary Scale of Intelligence. For each of Wechsler's batteries this guide provides retest data for the scores in common use (e.g., IQ, VIQ, PIQ, each individual test, and WAIS–III index scores). In addition retest findings are given for the North American Reading Test, Raven's Progressive Matrices, Shipley-Hartford Institute of Living Scale, and for 13 Stanford-Binet studies (form L-M, judging from study dates; all but five are IQ scores).

3

Carvajal, Howard, Jeff E. Hayes, Holly R. Miller, Deloise A. Wiebe, and Kenneth A. Weaver. "Comparisons of the Vocabulary Scores and IQs on the Wechsler Intelligence Scale for Children—III and the Peabody Picture Vocabulary Test—Revised." Perceptual and Motor Skills 76, no. 1 (February 1993): 28–30. http://dx.doi.org/10.2466/pms.1993.76.1.28.

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The Wechsler Intelligence Scale for Children—III and the Peabody Picture Vocabulary Test—Revised were given to 33 children (15 boys, 18 girls) who were enrolled in Grades 3, 4, and 5. The statistically significant correlations of .75, .76, and .60, respectively, between the Peabody Standard Score Equivalents and the Wechsler Vocabulary subtest scaled scores and the Wechsler Verbal and Full Scale IQs suggest that the Peabody appears to be a satisfactory screening test of intelligence for use with children in these grades.

4

Shahim, Sima. "Correlations for Wechsler Intelligence Scale for Children—Revised and the Wechsler Preschool and Primary Scale of Intelligence for Iranian Children." Psychological Reports 70, no. 1 (February 1992): 27–30. http://dx.doi.org/10.2466/pr0.1992.70.1.27.

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This study focused on the relationship between the Wechsler Intelligence Scale for Children—Revised (WISC—R) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) given to 40 6-yr.-old Iranian children. Pearson correlations between the WISC—R and the WPPSI IQs and between scaled scores on the corresponding subtests were significant. The comparison of mean IQs and scaled scores indicates that the WISC—R yielded a significantly higher Verbal IQ and higher scores on Information, Vocabulary, Comprehension, and Picture Completion than the WPPSI. The mean difference between corresponding Verbal and Full Scale IQs was not significant. These results suggest that scores on the two instruments correlated well for these 6-yr.-old Iranian children and the content on which IQs for the recently restandardized WISC—R and WPPSI are based are related.

5

Sabatino, David A., Robert S. Spangler, and H. Booney Vance. "The relationship between the Wechsler Intelligence Scale for Children-Revised and the Wechsler Intelligence Scale for Children-III scales and subtests with gifted children." Psychology in the Schools 32, no. 1 (January 1995): 18–23. http://dx.doi.org/10.1002/1520-6807(199501)32:1<18::aid-pits2310320104>3.0.co;2-q.

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6

Feingold, Alan. "Wechsler Adult Intelligence Scale—Revised IQ Equivalents of Wechsler Intelligence Scale for Children—Revised Scores for Adults." Perceptual and Motor Skills 61, no. 1 (August 1985): 189–90. http://dx.doi.org/10.2466/pms.1985.61.1.189.

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7

Na, Sabrina D., and Thomas G. Burns. "Wechsler Intelligence Scale for Children-V: Test Review." Applied Neuropsychology: Child 5, no. 2 (April 29, 2015): 156–60. http://dx.doi.org/10.1080/21622965.2015.1015337.

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8

Lee, Lai-Min Paul, and Y. Raymond Lam. "Confirmatory Factor Analyses of the Wechsler Intelligence Scale for Children-Revised and the Hong Kong-Wechsler Intelligence Scale for Children." Educational and Psychological Measurement 48, no. 4 (December 1988): 895–903. http://dx.doi.org/10.1177/0013164488484004.

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9

Alekseeva, Olga S., Irina E. Rzhanova, Viktoriya S. Britova, and Yulia A. Burdukova. "ACADEMIC PERFORMANCE AND COGNITIVE ABILITIES IN PRIMARY SCHOOL STUDENTS." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 1 (2021): 51–64. http://dx.doi.org/10.28995/2073-6398-2021-1-51-64.

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The study of the relationship between school performance and cognitive abilities was conducted. Cognitive abilities were assessed by using The Wechsler Intelligence Scale for Children Fifth Edition (WISC–V) and The Kaufman Assessment Battery for Children Second Edition (KABC–II). There are lots of works which show the existence of strong correlations between IQ and school marks. However, various studies demonstrate different results about correlations between academic performance in humanitarian sciences, physics and mathematics and verbal and spatial abilities. It should be considered that Russian researchers use outdated version of The Wechsler Intelligence Scale for Children to diagnose intelligence in most cases. This version contains only three scales: verbal intelligence, nonverbal intelligence and IQ. Considering this fact, evaluation of the impact of particular cognitive characteristics on academic performance become more difficult. The latest versions of The Wechsler Intelligence Scale for Children and The Kaufman Assessment Battery for Children were used in the present study. They contain next scales: verbal comprehension, visual-spatial index, short-term memory, long-term memory, working memory, processing speed, fluid intelligence. School marks in Russian language, mathematics, literature, English language and science were chosen to evaluate academic performance. 55 students of primary school took part in the study. It was found that data given by using the WISC–V had more correlations with school marks than data given by using the KABC–II. Main predictors of academic performance in almost all disciplines were verbal comprehension, processing speed and fluid intelligence.

10

Gienger, Claudia Angelika. "Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V)." Lernen und Lernstörungen 7, no. 2 (April 2018): 121–24. http://dx.doi.org/10.1024/2235-0977/a000210.

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11

Beaujean, A. Alexander. "Reproducing the Wechsler Intelligence Scale for Children–Fifth Edition." Journal of Psychoeducational Assessment 34, no. 4 (April 10, 2016): 404–8. http://dx.doi.org/10.1177/0734282916642679.

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12

Thaler, Nicholas S., Kimberly A. Barchard, Elyse Parke, W. Paul Jones, Lewis M. Etcoff, and Daniel N. Allen. "Factor Structure of the Wechsler Intelligence Scale for Children." Journal of Attention Disorders 19, no. 12 (October 16, 2012): 1013–21. http://dx.doi.org/10.1177/1087054712459952.

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13

Ursula, Kastner-Koller, Pia Deimann, and Andrea Felzmann. "Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V)." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 54, no. 4 (October 2022): 176–82. http://dx.doi.org/10.1026/0049-8637/a000262.

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14

Gunter, Christie M., Gary L. Sapp, and Anthony C. Green. "Comparison of Scores on WISC-III and WISC—R of Urban Learning Disabled Students." Psychological Reports 77, no. 2 (October 1995): 473–74. http://dx.doi.org/10.2466/pr0.1995.77.2.473.

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Wechsler Intelligence Scale for Children-III IQs and Wechsler Intelligence Scale for Children—Revised IQs of 16 preadolescents who were learning disabled, urban students (14 black) receiving special education services were compared. Analyses indicated lower mean WISC-III IQs, correlations of .57, .74, and .72 between scores on Full, Verbal, and Performance Scales, respectively, and significant correlations of .44 to .80 between respective sets of subtests. Exceptions were Information (.34), Similarities (.30), and Picture Arrangement (.15). These results suggest that the WISC-III may compare favorably with the WISC—R, if replicated with a substantial group.

15

Hagmann-von Arx, Priska, Christine Sandra Meyer, and Alexander Grob. "Assessing Intellectual Giftedness with the WISC-IV and the IDS." Zeitschrift für Psychologie / Journal of Psychology 216, no. 3 (January 2008): 172–79. http://dx.doi.org/10.1027/0044-3409.216.3.172.

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The Hamburg Wechsler Intelligenztest für Kinder (HAWIK-IV; the German version of the Wechsler Intelligence Scale for Children-Fourth Edition) and the newly designed Intelligence and Development Scales (IDS) were administered in counterbalanced order to 77 gifted children and 77 nongifted children, aged 6 to 10 years. Samples were matched for age, sex, and socioeconomic status. Results reveal that both the HAWIK-IV and the IDS are able to distinguish between gifted and nongifted children. Moderate correlations between the tests indicate that the measures assess similar, but not identical constructs. Results are discussed as they pertain to the assessment and special needs of gifted children.

16

Tarigan, Medianta, and Fadillah . "Uji Validitas Konstruk Tes Wechsler Intelligence Scale For Children (WISC)." Jurnal Studia Insania 9, no. 2 (February 25, 2022): 168. http://dx.doi.org/10.18592/jsi.v9i2.5599.

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17

Franzen, Michael D., and Brian H. Sharp. "Intrasubject Differences in the Wechsler Intelligence Scale for Children-Revised." Journal of Psychoeducational Assessment 4, no. 3 (September 1986): 221–27. http://dx.doi.org/10.1177/073428298600400305.

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18

Bowers, Thomas G., Marcia G. Risser, John F. Suchanec, Dorris E. Tinker, Jeanette C. Ramer, and Mark Domoto. "A Developmental Index Using the Wechsler Intelligence Scale for Children." Journal of Learning Disabilities 25, no. 3 (March 1992): 179–85. http://dx.doi.org/10.1177/002221949202500305.

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19

Beaujean, Alexander, and Yanyan Sheng. "Assessing the Flynn Effect in the Wechsler Scales." Journal of Individual Differences 35, no. 2 (June 1, 2014): 63–78. http://dx.doi.org/10.1027/1614-0001/a000128.

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The current study examined the Flynn Effect (i.e., the increase in IQ scores over time) across all editions of the Wechsler Adult Intelligence Scale (WAIS), Wechsler Intelligence Scale for Children (WISC), and Wechsler Preschool and Primary Scale of Intelligence (WPPSI). By reverse engineering the correlation and scale score transformations from each Wechsler edition’s technical manual, we made a mean and covariance matrix using the subtests and age groups that were in common for all editions of a given instrument. The results indicated that when aggregated, there was a FE of 0.44 IQ points/year. This Wechsler instrument used, however, moderates the FE, with the WISC showing the largest FE (0.73 IQ points/year) and the WAIS showing a smallest FE (0.30 IQ points/year). Moreover, this study found that the amount of invariant indicators across instruments and age groups varied substantially, ranging from 51.53% in the WISC for the 7-year-old group to 10.00% in the WPPSI for the 5- and 5.5-year-old age groups. Last, we discuss future direction for FE research based on these results.

20

C, Friedhoff, Oh A, and Ventura L. "A-162 Neurocognitive Functioning in Youth with Neurofibromatosis Type 1: Examining Relations between Executive Functions and Academic Achievement." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 956. http://dx.doi.org/10.1093/arclin/acaa068.162.

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Abstract Objective Neurofibromatosis Type 1 (NF1) is an autosomal dominant genetic disorder affecting approximately 100,000 people in the U.S. It is commonly associated with neurofibromas, café-au-lait spots, and optic gliomas. It has also been linked to neurocognitive deficits, including learning disabilities and ADHD. This study examined relationships among executive functions (EF) and academic achievement in children diagnosed with NF1. Methods Participants included 29 children (ages 2–21; M = 9.28, SD = 5.50) diagnosed with NF1 referred for neuropsychological evaluation as part of standard clinical care. A battery of tests was administered, including measures of intelligence (Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition; Wechsler Intelligence Scale for Children, Fifth Edition; Wechsler Adult Intelligence Scale, Fourth Edition), attention (Conners’ Continuous Performance Test II), EF (Delis-Kaplan Executive Function System), academic achievement in reading and math (Wechsler Individual Achievement Test, Third Edition), and parent rating scales examining EF in the home environment (Behavior Rating Inventory of Executive Function, Second Edition). Results Relations between attention, EF, and academic achievement were examined using bivariate Pearson correlations. Lower scores on measures of EF (e.g., inhibition of prepotent responses) were linked to lower math achievement scores (r = .73, p < .05). Difficulties with sustained attention were associated with lower performance on measures of reading (r = −.60, p < .05) and math achievement (r = −.59, p < .05). Parent report of EF difficulties was correlated with lower reading scores (r = −.68, p < .05). Conclusions Results suggest that children with NF1 are at risk for deficits in EF and academic achievement. Problems in these two domains are likely to co-exist. Thus, interventions targeting these skills should be well integrated.

21

Rust, James O., and Amy G. Yates. "Concurrent Validity of the Wechsler Intelligence Scale for Children-Third Edition and the Kaufman Assessment Battery for Children." Psychological Reports 80, no. 1 (February 1997): 89–90. http://dx.doi.org/10.2466/pr0.1997.80.1.89.

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22

Myers, M., A. Maddigan, and M. Santa Maria. "B-19 Intelligence and Memory in Neurofibromatosis Type I." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 964. http://dx.doi.org/10.1093/arclin/acz034.102.

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Abstract Objective An investigation into memory and intellectual functioning of 18 individuals with neurofibromatosis type 1 (NF-1) was undertaken. Method Ten children [mean age=8.9 (SD = 3.4; range = 5-16), 54.5% male, 81.9% Caucasian, 9.1% African American, 9.1% mixed race] and 9 adults [mean age = 55.7 (SD = 23.9; range = 19-88), 63.6% male, 90.9% Caucasian, 9.1% African American] completed neuropsychological assessments. One individual completed initial assessment as a child and underwent re-evaluation as an adult, and 1 child and 2 adults completed re-evaluations. Results For adults, the Wechsler Adult Intelligence Scale (WAIS-4/3) was administered. For children, Wechsler Intelligence Scale for Children (WISC-5/4), Wechsler Preschool and Primary Scale of Intelligence (WPPSI-3), Stanford-Binet Intelligence Scales (SB-5), and WAIS-3 were utilized. Mean Full Scale IQ (FSIQ) in adults was 83.4 (SD = 12.8; range 69-98) and in children was 83.8 (SD = 11.6; range 65-102). Visual and verbal memory was assessed with a variety of instruments, and performance ranged from impaired to high normal across immediate recall (percentile range < 1-98), delayed recall (percentile range < 1-91), and delayed recognition (percentile range < 1-91). Conclusions Mean intelligence among persons in this NF-1 clinical sample was found to be in low average range. Many persons with NF-1 showed mean immediate and delayed verbal recall in normal range, though a subset of individuals demonstrated impaired range verbal memory. Overall, children with NF-1 tend to show memory performance at levels above their own IQ level. Adults with NF-1 frequently perform at levels equivalent to or above their IQ level, albeit with exceptions evidenced among a subset of adults.

23

Koh, Minkyung, Eun-Ah Noh, and Hyo-Won Kim. "Korean Wechsler Intelligence Scale for Children-Fourth Edition Profiles in Child and Adolescent with Attention-Deficit Hyperactivity Disorder : Retrospective Study." Journal of the Korean Academy of Child and Adolescent Psychiatry 26, no. 3 (September 30, 2015): 183–89. http://dx.doi.org/10.5765/jkacap.2015.26.3.183.

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24

Alade, Eunice B. "Determining intelligence quotients of Nigerian deaf children with the Wechsler Intelligence Scale for Children‐Revised." Early Child Development and Care 80, no. 1 (January 1992): 103–7. http://dx.doi.org/10.1080/0300443920800113.

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25

Homayouni Meymandi, Samaneh, Sayed Hamid Seyednezhad-Golkhatmi та Mandana Homayouni Meymandi. "A Comparison of Intelligence Quotient in Children with and without β-Thalassemia Major". Galen Medical Journal 4, № 4 (8 жовтня 2015): 132–38. http://dx.doi.org/10.31661/gmj.v4i4.374.

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Background: Thalassemia is the most common hemoglobinopathy worldwide. Children with β-thalassemia major have several risk factors for cognitive problems. The aim of this study is to evaluate intelligence quotient in children with β-thalassemia major and healthy counterparts using Wechsler Intelligence Scale. Materials and Methods: Within a case-control design and using convenience sampling method, the present study was carried out in Zahedan and Shiraz in 2012. Participants were matched based on their age, gender and city of residence (40 children with β-thalassemia major and 40 healthy children aging 6 to 12 years. Wechsler Intelligence Scale Revised (WISC-R) was used to find the participants’ Verbal Performance and Full intelligence scores. The scores of the two groups were then compared using descriptive analysis and independent t-test. Results: As compared with their healthy counterparts, children with β-thalassemia major had lower scores on both Verbal Scale and Full Scale (P<0.01); however, the difference between the two groups’ scores on Performance Scale fell short of significance. Conclusions: Intelligence decline does not necessarily occur in children with β-thalassemia. They are just slightly lower than their healthy counterarts and they need to receive more attention in education in order to improve. [GMJ.2015;4(4):130-31]

26

Carvajal, Howard H., Jeff E. Hayes, Kristi L. Lackey, Melody L. Rathke, Deloise A. Wiebe, and Kenneth A. Weaver. "Correlations between Scores on the Wechsler Intelligence Scale for Children-III and the General Purpose Abbreviated Battery of the Stanford-Binet IV." Psychological Reports 72, no. 3_suppl (June 1993): 1167–70. http://dx.doi.org/10.2466/pr0.1993.72.3c.1167.

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Estimations of some relationships among scores on the “General Purpose Abbreviated Battery” of the Stanford-Binet: Fourth Edition and the Wechsler Intelligence Scale for Children-III were based on the responses of 14 boys and 18 girls enrolled in Grades 3, 4, and 5 and who took both tests. Of 13 Pearson correlations between the Binet IV composite score and the Wechsler subtest scores and IQs 12 were statistically significant ( rs = .45 to .74). The new Wechsler scale appears to be a valid instrument for the 32 children (8–8 to 11–11) who were tested.

27

Sah, Vijay Kumar, Hem Sagar Rimal, and Archana Rimal. "Intelligence Quotient Levels and Sub Tests Comparison in Autistic Children." Journal of Nobel Medical College 5, no. 1 (September 23, 2016): 9–13. http://dx.doi.org/10.3126/jonmc.v5i1.15747.

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Background Autism spectrum disorders (ASD) are disorders of neurodevelopmental origin characterized by social reciprocity deficits, communication deficits, and unusual restricted and repetitive behaviors. In some of these people, measured IQ (Intelligence Quotient) can be normal or even superior or low.Material and Methods This is a Retrospective study in autistic children. We have analyzed with autistic disorder, 47 patients had savant skills and 1 patients of MR (Mental Retardation) had savant skills. China- Wechsler Young Children Scale of Intelligence (C-WYCSI) and China-Wechsler Intelligence Scale for Children(C-WISC) were used for calculating IQ levels in different age groups.Results Asperger’s syndrome (AS) children had higher verbal IQ (VIQ) and full scale IQ (FSIQ) compared to autism and high functional autism (HFA) children with statistical difference. Autism children had lower VIQ, performance IQ and FSIQ compared to HFA and AS children with statistical significance. AS children had higher values in C-WISC and CWYCSI compared to autism children.Conclusion Children with Asperger’s syndrome have higher full IQ and Sub test IQ compared with autism and HFA children.Journal of Nobel Medical College Volume 5, Number 1, Issue 8, January-July 2016, 9-13

28

Rasheed, Muneera A., Ingrid Kvestad, Fariha Shaheen, Uzma Memon, and Tor A. Strand. "The predictive validity of Bayley Scales of Infant and Toddler Development-III at 2 years for later general abilities: Findings from a rural, disadvantaged cohort in Pakistan." PLOS Global Public Health 3, no. 1 (January 12, 2023): e0001485. http://dx.doi.org/10.1371/journal.pgph.0001485.

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Using data from a rural cohort in Pakistan (N = 1298), the study examined the predictive validity of the Bayley Scales of Infant and Toddler Development (BSID) 3rd edition on later tests of general abilities. The BSID III subscales (cognitive, language and motor) were administered at 2 years; general ability was assessed using the Verbal, Performance and Full-Scale score from the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) III at 4 years, and the Fluid Reasoning Index (FRI) from the Wechsler Intelligence Scale for Children (WISC) V at 8 years. The combined BSID subscales explained 15% of the variation of the WPPSI III full scale, 16% of the Verbal scale, 7% of the Performance scale and 1% of the FRI. BSID III scores at 24 months should be used with caution to predict future intellectual abilities.

29

Lavin, Claire. "The Wechsler Intelligence Scale for Children-Third Edition and the Stanford-Binet Intelligence Scale: Fourth Edition: A Preliminary Study of Validity." Psychological Reports 78, no. 2 (April 1996): 491–96. http://dx.doi.org/10.2466/pr0.1996.78.2.491.

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The concurrent validity of the Wechsler Intelligence Scale for Children–Third Edition (WISC–III) and the Stanford-Binet Intelligence Scale: Fourth Edition was investigated using a sample of 40 nonreferred children. There were significant correlations between the WISC-III Full Scale IQ, Verbal IQ, Performance IQ, and Composite (.817, .789, .609) and Area Scores (.357 to .763) of the Stanford-Binet–IV. There were no significant differences between the mean WISC–III and Stanford-Binet–IV scores. Despite differences in content, format, and administration, both tests yielded comparable results.

30

Kaufman, Alan S., Dawn P. Flanagan, Vincent C. Alfonso, and Jennifer T. Mascolo. "Test Review: Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)." Journal of Psychoeducational Assessment 24, no. 3 (September 2006): 278–95. http://dx.doi.org/10.1177/0734282906288389.

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31

Blaha, John, and Fred H. Wallbrown. "Hierarchical factor structure of the Wechsler Intelligence Scale for Children—III." Psychological Assessment 8, no. 2 (1996): 214–18. http://dx.doi.org/10.1037/1040-3590.8.2.214.

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32

Baron, Ida Sue. "Test Review: Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV)." Child Neuropsychology 11, no. 5 (October 2005): 471–75. http://dx.doi.org/10.1080/09297040590951587.

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33

Shigemasu, Kazuo, Masanori Kono, and Kazuhiko Ueno. "Bayesian confirmatory factor analysis of Wechsler Intelligence Scale for children data." Behaviormetrika 47, no. 2 (April 23, 2020): 451–67. http://dx.doi.org/10.1007/s41237-020-00108-6.

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34

Thompson, Anthony P., and Daniela D. Sota. "Comparison of WAIS—R and WISC—III Scores with a Sample of 16-Year-Old Youth." Psychological Reports 82, no. 3_suppl (June 1998): 1339–46. http://dx.doi.org/10.2466/pr0.1998.82.3c.1339.

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Scores on the Wechsler Adult Intelligence Scale-Revised (WAIS–R) and Wechsler Intelligence Scale for Children-Third Edition (WISC–III) were compared for 46 youth in the overlapping 16-yr.-age range Students were administered the tests in a counterbalanced order with an average retest interval of 40 days. Self-reported grade average was also obtained from students. Criteria for parallel tests (equal means, equal variances, equal covariances) were applied in the analyses. WAIS–R and WISC–III summary IQs were parallel, but corresponding subtest scores as a group were not parallel.

35

Cormier, Damien C., Kathleen E. Kennedy, and Alexandra M. Aquilina. "Test Review: Wechsler Intelligence Scale for Children, Fifth Edition: Canadian 322 (WISC-VCDN) by D. Wechsler." Canadian Journal of School Psychology 31, no. 4 (July 24, 2016): 322–34. http://dx.doi.org/10.1177/0829573516648941.

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36

TAKEKOH, Makoto, Natsuha IKEDA, Yuko YAMAUCHI, Manami HONDA, Masutomo MIYAO, and Keiji HASHIMOTO. "Usability of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) ^|^ldquo;Cancellation^|^rdquo; from the Perspective of Executive Function." Japanese Journal of Rehabilitation Medicine 51, no. 10 (2014): 654–61. http://dx.doi.org/10.2490/jjrmc.51.654.

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37

Lavin, Claire. "Scores on the Wechsler Intelligence Scale for Children-Third Edition and Woodcock-Johnson Tests of Achievement-Revised for a Sample of Children with Emotional Handicaps." Psychological Reports 79, no. 3_suppl (December 1996): 1291–95. http://dx.doi.org/10.2466/pr0.1996.79.3f.1291.

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Because there is little available research, this study examined the associations between scores on the Wechsler Intelligence Scale for Children-Third Edition and the Woodcock-Johnson Tests of Achievement-Revised for 85 children with diagnosed emotional handicaps. Analysis indicated associations were significant.

38

Whorton, James E. "Test-Retest Wechsler Intelligence Scale for Children—Revised Scores for 310 Educable Mentally Retarded and Specific Learning Disabled Students." Psychological Reports 56, no. 3 (June 1985): 857–58. http://dx.doi.org/10.2466/pr0.1985.56.3.857.

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Pearson coefficients were computed between 1979–80 and 1982–83 Wechsler Intelligence Scale for Children—Revised Verbal, Performance, and Full Scale scores for 310 exceptional students (89 mentally retarded and 221 learning disabled). The correlations were all significant at p = .001.

39

Kush, Joseph C., and Marley W. Watkins. "Construct Validity of the Wisc-III Verbal and Performance Factors for Black Special Education Students." Assessment 4, no. 3 (September 1997): 297–304. http://dx.doi.org/10.1177/107319119700400309.

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The underlying factor structure of the revised edition of the Wechsler Intelligence Scale for Children (WISC-R) was consistently found to be comparable between regular and special education students as well as across Anglo, Black, and Hispanic populations. A commensurate research base across exceptionality and ethnic group has not been established for the recently published third edition of the Wechsler Intelligence Scale for Children (WISC-III), making it vital that information regarding the psychometric properties of the WISC-III among diverse groups of children be collected. This study examines the factor structure of the 10 WISC-III core subtests among a sample of Black students receiving special education services. Results provided evidence of a large, first principal factor as well as the expected Verbal and Performance factors. Implications for psychologists are presented, and recommendations for future research are provided.

40

Garred, Melinda, and Linda Gilmore. "To WPPSI or To Binet, That Is the Question: A Comparison of the WPPSI-III and SB5 With Typically Developing Preschoolers." Australian Journal of Guidance and Counselling 19, no. 2 (December 1, 2009): 104–15. http://dx.doi.org/10.1375/ajgc.19.2.104.

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AbstractThis study compared two popular measures of cognitive ability for preschool children. The Wechsler Preschool and Primary Scale of Intelligence — Third Edition (WPPSI-III) and the Stanford-Binet Intelligence Scale — Fifth Edition (SB5) were administered in a counterbalanced order to 36 typically developing 4-year-old children. There were significant correlations among all WPPSI-III and SB5 composite scores but a number of children had notable differences between their scores on the two measures. Children tended to prefer the SB5 over the WPPSI-III. The implications for practitioners who assess preschool-aged children are discussed.

41

Kane, Harrison, and Christopher Brand. "Spearman’s Hypothesis: Support from the Wechsler Intelligence Scale for Children, Third Edition." Mankind Quarterly 49, no. 1 (2008): 3–22. http://dx.doi.org/10.46469/mq.2008.49.1.1.

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42

전영순, 이숙희, and Hwang Soon Taeg. "Validity of the Korean Wechsler Intelligence Scale for Children-Ⅲ Short form." Korean Journal of Clinical Psychology 27, no. 1 (February 2008): 277–90. http://dx.doi.org/10.15842/kjcp.2008.27.1.016.

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43

Tempest, Phyllis, and Betty Skipper. "Norms for the Wechsler Intelligence Scale for Children—Revised for Navajo Indians." Diagnostique 13, no. 2-4 (January 1988): 123–29. http://dx.doi.org/10.1177/153450848801300408.

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44

Watkins, Marley W., and Lourdes G. Smith. "Long-term stability of the Wechsler Intelligence Scale for Children—Fourth Edition." Psychological Assessment 25, no. 2 (2013): 477–83. http://dx.doi.org/10.1037/a0031653.

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45

Canivez, Gary L., and Marley W. Watkins. "Long-term stability of the Wechsler Intelligence Scale for Children—Third Edition." Psychological Assessment 10, no. 3 (September 1998): 285–91. http://dx.doi.org/10.1037/1040-3590.10.3.285.

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46

DONDERS, JACOBUS, and KELLY JANKE. "Criterion validity of the Wechsler Intelligence Scale for Children–Fourth Edition after pediatric traumatic brain injury." Journal of the International Neuropsychological Society 14, no. 4 (June 25, 2008): 651–55. http://dx.doi.org/10.1017/s1355617708080752.

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The performance of 40 children with complicated mild to severe traumatic brain injury on the Wechsler Intelligence Scale for Children–Fourth Edition (WISC–IV; Wechsler, 2003) was compared with that of 40 demographically matched healthy controls. Of the four WISC–IV factor index scores, only Processing Speed yielded a statistically significant group difference (p< .001) as well as a statistically significant negative correlation with length of coma (p< .01). Logistic regression, using Processing Speed to classify individual children, yielded a sensitivity of 72.50% and a specificity of 62.50%, with false positive and false negative rates both exceeding 30%. We conclude that Processing Speed has acceptable criterion validity in the evaluation of children with complicated mild to severe traumatic brain injury but that the WISC–IV should be supplemented with other measures to assure sufficient accuracy in the diagnostic process. (JINS, 2008,14, 651–655.)

47

Zagar, Robert John, Joseph W. Kovach, Kenneth G. Busch, Michael D. Zablocki, William Osnowitz, Jonas Neuhengen, Yutong Liu, and Agata Karolina Zagar. "Ammons Quick Test Validity among Randomly Selected Referrals." Psychological Reports 113, no. 3 (December 2013): 823–54. http://dx.doi.org/10.2466/03.04.pr0.113x29z0.

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After selection using a random number table, from volunteer referrals, 89 Youth (61 boys, 28 girls; 48 African Americans, 2 Asian Americans, 27 Euro-Americans, 12 Hispanic Americans), and 147 Adults (107 men, 40 women; 11 African Americans, 6 Asian Americans, 124 Euro-Americans, 6 Hispanic Americans) were administered the Amnions Quick Test (QT). Means, confidence intervals, standard deviations, and Pearson product-moment correlations among tests were computed. The Amnions QT was moderately to strongly and significantly correlated statistically with: the Peabody Picture Vocabulary Test-3b (PPVT-3b); the Vineland Adaptive Behavior Scales-2 Parent/Teacher Form; the Wechsler Intelligence Scale for Children (WISC-4) or the Wechsler Adult Intelligence Scale (WAIS-4); and the Wide Range Achievement Test-Fourth Edition (WRAT-4) Blue and Green Forms. After 51 years, the original norms for the Amnions QT remain valid measures of receptive vocabulary, verbal intelligence, and auditory information processing useful to clinicians.

48

Roberts, Ceri Ann. "Wechsler Intelligence Scales for Children – Fifth Edition (WISC-V)." Educational Psychology in Practice 33, no. 1 (January 2, 2017): 108–9. http://dx.doi.org/10.1080/02667363.2017.1291121.

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49

Haavisto, Anu, Liisa Klenberg, Viena Tommiska, Aulikki Lano, Kaija Mikkola, and Vineta Fellman. "Latent class growth analysis identified different trajectories in cognitive development of extremely low birthweight children." BMJ Paediatrics Open 6, no. 1 (April 2022): e001361. http://dx.doi.org/10.1136/bmjpo-2021-001361.

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BackgroundRecent longitudinal studies suggest stable cognitive development in preterm children, although with great individual variation. This prospective neurocognitive follow-up study of extremely low birthweight (ELBW, <1000 g) children aimed to characterise groups with different developmental trajectories from preschool to preteen age.MethodsELBW children (n=115) born in Finland in 1996–1997 participated in cognitive assessments at a median age of 5.0 years and 11.3 years. A standardised test of intelligence (Wechsler Preschool and Primary Scale of Intelligence–Revised or Wechsler Intelligence Scale for Children–third edition) was administered at both ages.ResultsThree ELBW groups with different developmental trajectories over time were identified with latent class growth analysis. Children with average (Full-Scale IQ (FSIQ): 85–115) and below average (FSIQ: <85) intelligence at 5 years of age had significant decreases in intelligence scores by 11 years of age (–11.7 points and –14.9 points, respectively, both p<0.001), while those with above average intelligence (FSIQ: >115) showed stable development (–3.2 points, p=0.250). Multiple linear regression showed that neonatal complications (intraventricular haemorrhage grade 3–4 and blood culture positive sepsis) and maternal education significantly predicted lower intelligence at the second assessment (F(3,106)=7.27, p<0.001, adjusted R2=0.147).ConclusionsELBW children represent a heterogeneous patient population in which groups with different cognitive trajectories can be detected. Deterioration may occur particularly in children with initial average or below average cognitive performance at 5 years of age, with neonatal complications and lower maternal education presenting as risk factors. Catch-up in cognitive functions seems more uncommon in the ELBW population, which should be noted in clinical work.

50

Dale, Brittany A., W. Holmes Finch, Kassie A. R. Shellabarger, and Andrew Davis. "Wechsler Intelligence Scale for Children, Fifth Edition Profiles of Children With Autism Spectrum Disorder Using a Classification and Regression Trees Analysis." Journal of Psychoeducational Assessment 39, no. 7 (June 10, 2021): 783–99. http://dx.doi.org/10.1177/07342829211025924.

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The Wechsler Intelligence Scales for Children (WISC) are the most widely used instrument in assessing cognitive ability, especially with children with autism spectrum disorder (ASD). Previous literature on the WISC has demonstrated a divergent pattern of performance on the WISC for children ASD compared to their typically developing peers; however, there is a lack of research concerning the most recent iteration, the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Due to the distinctive changes made to the WISC-V, we sought to identify the pattern of performance of children with ASD on the WISC-V using a classification and regression (CART) analysis. The current study used the standardization sample data of the WISC-V obtained from NCS Pearson, Inc. Sixty-two children diagnosed with ASD, along with their demographically matched controls, comprised the sample. Results revealed the Comprehension and Letter-Number Sequencing subtests were the most important factors in predicting group membership for children with ASD with an accompanying language impairment. Children with ASD without an accompanying language impairment, however, were difficult to distinguish from matched controls through the CART analysis. Results suggest school psychologists and other clinicians should administer all primary and supplemental subtests of the WISC-V as part of a comprehensive assessment of ASD.