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A Longitudinal Comparison of the WISC-R and the WAIS-R.
Peer reviewed Peer reviewed
Zimmerman, Irla Lee; And Others – Psychology in the Schools, 1986
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…
Descriptors: Adolescents, Comparative Analysis, Intelligence Tests, Learning Disabilities
WISC-R Verbal and Performance Abilities of Native American Students Referred for School Learning Problems.
Peer reviewed Peer reviewed
Teeter, Anne; And Others – Psychology in the Schools, 1982
Compared nonhandicapped (NH), educationally disadvantaged (ED), and learning disabled (LD) Navajo children on intellectual dimensions measured by the WISC-R. The ED and LD group means were similar on verbal measures, but the LD group scores were lower than ED group scores on performance measures. (Author/RC)
Descriptors: Adolescents, American Indians, Children, Comparative Analysis
The Relationship between the Differential Ability Scales (DAS) and the Wechsler Intelligence Scale for Children--Third Edition (WISC-III) for Students with Learning Disabilities.
Peer reviewed Peer reviewed
Dumont, Ron; And Others – Psychology in the Schools, 1996
Administered an ability scale to 53 children identified as having a learning disability approximately three years after each had been administered an intelligence scale. Results indicate that the ability scale correlated highly with the intelligence test. Differences in scores in specific measures were nonsignificant. Other findings are discussed.…
Descriptors: Ability Identification, Adolescents, Children, Comparative Analysis
The KAIT with Developmental Students, Honor Students, and Freshmen.
Peer reviewed Peer reviewed
Shaughnessy, Michael F.; Moore, Jack N. – Psychology in the Schools, 1994
Paper explores the use of an intelligence test in a southwestern university. Honor students performed significantly better than the average freshmen and the developmental/remedial students. Results suggest that developmental students lack specific cognitive abilities as well as some higher order thinking skills. Implications are discussed. (RJM)
Descriptors: Adolescents, College Students, Comparative Analysis, Higher Education