Interpreting Intelligence Test Results for Children with Disabilities: Is Global Intelligence Relevant?

Fiorello, Catherine A.; Hale, James B.; Holdnack, James A.; Kavanagh, Jack A.; Terrell, Joy; Long, Lisa

doi:10.1080/09084280701280338

Cited by 55 publications

(45 citation statements)

References 40 publications

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“…In a later study, Fiorello et al (2007) attempted to replicate and extend the findings of the study to the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV; Wechsler, 2003). The researchers used commonality analysis to determine unique and shared variance in the prediction of FSIQ scores for a clinical sample of students diagnosed with a learning disability (LD), attention-deficit=hyperactivity disorder (ADHD), or traumatic brain injury (TBI).…”

Section: Support For Factor Score Analysismentioning

confidence: 99%

Significant Factor Score Variability and the Validity of the WISC-III Full Scale IQ in Predicting Later Academic Achievement

Freberg

Vandiver

Watkins

et al. 2008

Applied Neuropsychology

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) Full Scale IQ (FSIQ) scores in predicting later academic achievement given significant variability among any of the four WISC-III factor scores. Taken from an archival data set, the sample was composed of 6-to 13-year-old students who were twice evaluated for special education eligibility over approximately a three-year retest interval. Participants were separated into two groups based on the presence or absence of significant factor score variability and then matched across groups on disability, FSIQ, age, sex, and ethnicity. The results of hierarchical multiple regression analyses indicated that the FSIQ was a valid predictor of academic achievement scores even in the presence of significant factor score variability.

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Section: Support For Factor Score Analysismentioning

confidence: 99%

Significant Factor Score Variability and the Validity of the WISC-III Full Scale IQ in Predicting Later Academic Achievement

Freberg

Vandiver

Watkins

et al. 2008

Applied Neuropsychology

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“…For a start, children with a borderline intellectual functioning (Alloway, 2010) are left in an undefined, often residual category. The FSIQ may be too generic and lose important information about a child's intellectual level in clinical populations (e.g., Fiorello et al, 2007). As a consequence, a program of intervention for a given child cannot be supported by a comparison between their intellectual strengths and weaknesses (Ferrer, Shaywitz, Holahan, Marchione, & Shaywitz, 2010;Hale, Fiorello, Kavanagh, Holdnack, & Aloe, 2007;Tanaka et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Differences in the intellectual profile of children with intellectual vs. learning disability

Cornoldi

Giofrè

Orsini

et al. 2014

Research in Developmental Disabilities

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The Version of Scholarly Record of this Article is published in RESEARCH IN AbstractThe WISC-IV was used to compare the intellectual profile of two groups of children, one with specific learning disorders (SLDs), the other with intellectual disabilities (ID), with a view to identifying which of the four main factor indexes and two additional indexes can distinguish between the groups. We collected information on WISC-IV scores for 267 children (M age =10.61[SD=2.51], range 6-16 years, females = 99) with a diagnosis of either SLD or ID. Children with SLD performed better than those with ID in all measures. Only the SLD children, not the ID children, revealed significant differences in the four main factor indexes, and their scores for the additional General Ability Index (GAI) were higher than for the Cognitive Proficiency Index (CPI).Children with a diagnosis of SLD whose Full-Scale Intelligence Quotient (FSIQ) was < 85 showed a similar pattern. Our findings confirm the hypothesis that children with SLD generally obtain high GAI scores, but have specific deficiencies relating to working memory and processing speed, whereas children with ID have a general intellectual impairment. These findings have important diagnostic and clinical implications and should be considered when making diagnostic decisions in borderline cognitive cases.

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“…Nessa versão, além do QI total, há quatro índices que podem ser mensurados. O Quadro 1 descreve os subtestes que compõem cada índice e o tipo de raciocínio predominante demandado nos subtestes que compõem os respectivos índices, de acordo com a Teoria CHC (Schneider & McGrew, 2012 O teste WISC-IV foi escolhido para ser aplicado juntamente com o teste SON-R 6-40 por ser largamente utilizado para avaliação da inteligência de crianças e adultos em diferentes contextos (Figueiredo, Mattos, Pasquali, & Freire, 2008;Fiorello et al, 2007) e, principalmente, por proporcionar tanto uma medida de evidências de validade convergente quanto discriminante. Neste estudo, espera-se obter correlações altas e positivas entre o QI total do SON-R 6-40 e QI total do WISC-IV.…”

Section: Introductionunclassified

Evidências de validade convergente e discriminante dos escores do SON-R 6-40

Lima

Laros

2017

Psicologia - Teoria E Prática

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Resumo: Um adequado processo de validação é essencial para possibilitar uma interpretação correta dos escores de um teste. Assim, o objetivo deste estudo foi obter evidên-cias de validade convergente e discriminante dos escores do teste SON-R 6-40, um teste não verbal de inteligência de origem holandesa, para o qual estão sendo elaboradas as normas brasileiras. O teste foi administrado juntamente com o WISC-IV em uma amostra de 120 crianças de 10 a 14 anos. A correlação, corrigida para atenuação, entre escores totais do SON-R 6-40 e do WISC-IV foi de 0,73. Como esperado, a correlação mais alta foi obtida entre SON-R 6-40 e Índice de Organização Perceptual do WISC-IV (r = 0,84) e a correlação mais baixa foi entre SON-R 6-40 e Índice de Velocidade de Processamento (r = 0,32). Os resultados obtidos indicam evidências satisfatórias de validade convergente e discriminante dos escores do SON-R 6-40 para a faixa etária investigada.Palavras-chave: testes de inteligência; validade convergente; validade discriminante; SON-R 6-40; WISC-IV. EVIDENCE OF CONVERGENT AND DISCRIMINANT VALIDITY OF THE SON-R 6-40 SCORESAbstract: An adequate validation process is fundamental to ensure sound interpretations of test results. Thus, the purpose of this study was to acquire evidence of the convergent and discriminant validity of the test scores on the SON-R 6-40, a non-verbal test of intelligence of Dutch origin, for which Brazilian rulings are being prepared. The test was performed together with the WISC-IV to a sample of 120 children from 10 up to 14 years old. The correlation, corrected for attenuation, between the total scores on the SON-R 6-40 and the WISC-IV was .73. As expected, a higher correlation (r = .84) was obtained between the SON-R 6-40 and the Perceptual Organization Scale of the WISC-IV, and the lowest correlation was between SON-R 6-40 and the Processing Speed Scale (r = 0.32). The results indicate satisfactory evidence of the convergent and discriminant validity of the SON-R 6-40 scores for the age group investigated in the research sample.Keywords: intelligence tests; convergent validity; discriminant validity; SON-R 6-40; WISC-IV. EVIDENCIAS DE VALIDEZ CONVERGENTE Y DISCRIMINANTE DE LOS PUNTAJES DEL TEST SON-R 6-40Resumen: Un proceso de validación apropiado es esencial para conseguir una correcta interpretación de los resultados de un test. Así, el objetivo de este estudio fue obte-

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Interpreting Intelligence Test Results for Children with Disabilities: Is Global Intelligence Relevant?

Cited by 55 publications

References 40 publications

Significant Factor Score Variability and the Validity of the WISC-III Full Scale IQ in Predicting Later Academic Achievement

Significant Factor Score Variability and the Validity of the WISC-III Full Scale IQ in Predicting Later Academic Achievement

Differences in the intellectual profile of children with intellectual vs. learning disability

Evidências de validade convergente e discriminante dos escores do SON-R 6-40

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