Interpreting Clinically Derived WISC-R Subtest Groupings: A Statistical Approach

Grossman, Fred M.

doi:10.1177/073428298500300111

Cited by 3 publications

(4 citation statements)

References 6 publications

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“…Virtually all examiners using the Wechsler Intelligence Scale for Children–Revised ( WISC–R ; Wechsler, 1974) have tested children who score low on the Third Factor, also called Freedom From Distractibility, which consists of the Arithmetic, Digit Span, and Coding subtests. This factor has good reliability (Rossini & Kowalski, 1986) and is usually interpreted when the three subtest scores are similar in magnitude and one of them deviates significantly from the mean of Verbal or Performance subtest scores for a particular child (Grossman, 1985; Kaufman, 1979).…”

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confidence: 99%

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

Wielkiewicz

1990

Psychological Assessment: A Journal of Consulting and Clinical

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The Wechsler Intelligence Scale for Children-Revised consists of three factors: Perceptual Organization, Verbal Comprehension, and the Third Factor, also called Freedom from Distractibility. Children referred for learning and behavioral problems frequently obtain low Third Factor scores. Although resistance to the effects of distracting stimuli may be necessary for optimum performance on the Third Factor, many other hypotheses may account for low scores. This article reviews studies that elucidate the meaning of low Third Factor scores. One promising interpretation is that the Third Factor reflects "executive" and short-term memory processes involved in planning, monitoring, and evaluating task performance.

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confidence: 99%

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

Wielkiewicz

1990

Psychological Assessment: A Journal of Consulting and Clinical

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“…Evaluation of the subjects was performed by certified school psychologists, with the WISC-R and WRAT administered as part of a comprehensive assessment procedure. WISC-R subtest groupings were computed using formulas generated by Grossman (1985) and were analyzed, along with WRAT scores, as deviation quotients with means of 100 and standard deviations of 15.…”

Section: Methodsmentioning

confidence: 99%

“…Paget (1982) examined Kaufman's proposed groupings and discovered several specific verbal and nonverbal cognitive patterns for a group of children classified as emotionally handicapped. Finally, Grossman (1985) has reported reliabilities for these groupings ranging from .78 to .93, indicating substantial reliability at all age levels.…”

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confidence: 95%

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Clinically and theoretically derived WISC-R subtest regroupings: Predicting academic achievement in a referral population

Grossman¹,

Galvin²

1987

Psychol. Schs.

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Attention continues to be directed toward the WISC-R as a tool for understanding children's learning problems. The formulation of WISC-R subtest regroupings (apart from the traditional Verbal, Performance, and Full Scale IQs, and the empirically derived factor scores) may provide a basis for score interpretation and the generation of hypotheses regarding children's cognitive strengths and weaknesses. The present investigation analyzed the predictive utility of several WISC-R subtest recategorizations with regard to academic achievement as measured by the WRAT. The sample consisted of 105 children who had been referred for psychoeducational evaluation because of classroom learning problems. Stepwise regression analyses indicated that many of the regroupings were significant predictors of academic achievement. Generated regression equations are presented.

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Referred Children's Cognitive Patterns on the WISC—R

Grossman

Galvin

1989

Percept Mot Skills

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A variety of theoretically and clinically derived WISC-R subtest regroupings have been proposed to provide clinicians with alternative methods by which to interpret children's individual cognitive profiles. The present study was conducted to examine selected subtest groupings for a sample of 105 children referred for psychological evaluation because classroom learning problems were suspected. The statistical analyses used were repeated-measures analysis of variance for comparison across a set of four subtest regroupings proposed by Bannatyne in 1974 and dependent t tests for comparisons of several dichotomous sets of subtest regroupings proposed by Kaufman in 1979. A number of significant cognitive pattern differences with these referred children showed marked similarity to learning disabled and conduct-problem children. Implications and suggestions for research are provided.

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Interpreting Clinically Derived WISC-R Subtest Groupings: A Statistical Approach

Cited by 3 publications

References 6 publications

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

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

Clinically and theoretically derived WISC-R subtest regroupings: Predicting academic achievement in a referral population

Referred Children's Cognitive Patterns on the WISC—R

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