External validation of the cognitive triad of the Personality Inventory for Children: Cautions on interpretation.

Abstract

This research assessed the validity of the Personality Inventory for Children (PIC) using the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wide Range Achievement Test (WRAT) as criterion instruments. The cognitive triad of the PIC was minimally correlated with all IQ measures, which does not support the use of the PIC for predicting intellectual ability. In general, significant correlations for the Reading and Spelling scales, but not for the Arithmetic scale, were found between the WRAT and the PIC cognitive triad. Differential validity for the Intellectual Screening and Achievement scales of the PIC was not substantiated, nor was a previously found relation between the WISC-R Freedom From Distractibility factor and the PIC Somatic Concern scale. The validity of the PIC for academic or intellectual screening is questionable.

Review of research conducted in psychology program training clinics.

“…Bry mentioned the use of a computerized management information system for administrative purposes but did not address support for research. The TC at the University of Alabama has fostered a number of published studies on assessment and behavioral intervention (Beck & Spruill, 1987;James, Thorn, & Williams, 1993;Jamison & Scogin, 1992;Scogin & Prohaska, 1992;Scogin, Rickard, Kerth, Wilson, & McElreath, 1992;Spruill, 1991;Spruill & Beck, 1986a, 1986b, but neither these articles nor any other published work provides much contextual information. Finally, a recent book describing psychotherapy research programs around the world contains two examples that are connected with TCs (Elliott, 1991;Stiles, Sloan, Meshot, & Anderson, 1991), but again, these chapters do not address the particular issues of conducting these programs in a TC context.…”

“…TC research on psychological assessment takes several forms. Many of the studies concern the development, psychometric evaluation, or application of scales and tests (e.g., Beck & Spruill, 1987; Fastenau, 1992; Frenz, Carey, & Jorgensen, 1993; Raulin, 1984; Spruill, 1991; Spruill & Beck, 1986a, 1986b, 1988; Stone & Schneider, 1975; Trull, 1993). Although these researchers used samples from TCs, none of the studies provide a basis for estimating scores or relationships between variables for the population of clients in those clinics, nor did the researchers make any efforts to describe the general TC client populations on standard instruments.…”

Interpreting low scores on the WISC—R Third Factor: It's more than distractibility.

“…Furthermore, lower Third Factor scores for the hyperactive group supports the traditional "Freedom From Distractibility" interpretation of the Third Factor because distractibility is a key component of hyperactivity (American Psychiatric Association, 1987;Kerasotes& Walker, 1983). Dollinger, Goh, and Cody (1984) and Beck and Spruill (1987) correlated the scales of the Personality Inventory for Children (PIC; Wirt, Lachar, Klinedinst, & Seat, 1979) with Full Scale, Verbal, Performance, and Third Factor IQ scores on the wisc-R. A significant correlation between the Third Factor and the Development scale of the PIC was the only correlation to replicate across both studies. Elevations of the PIC Development Scale are associated with distractibility, poor study skills, deficits in fine and gross motor skills, delayed intellectual development, language problems, delays reaching developmental milestones, and speech difficulties (Lachar & Gdowski, 1979).…”

Case history correlates of a Personality Inventory for Children (PIC) profile typology.

“…Reported in Table 2 (Beck & Spruill, 1987;Keenan & Lachar, 1988;Kline, Lachar, & Sprague, 1985). 4 A copy of the case record coding form used in this study can be obtained from Rex B. Kline, Department of Psychology, Concordia University, Montreal, Quebec, H3G IMS, Canada.…”