Long-term stability of the Wechsler Intelligence Scale for Children—Fourth Edition.

Canivez, Gary L.; Watkins, Marley W.

doi:10.1037/a0031653

Cited by 122 publications

(75 citation statements)

References 68 publications

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“…This observation seems to be confirmed by our finding that the g-content of the Picture Concepts was lower in the SLD group than in the control group. Although the Perceptual Reasoning Index does not seem to be biased in children with SLD, it is worth mentioning that the reliability at levels of the indices is often quite poor (Watkins & Smith, 2013). A complete non-verbal estimation of IQ using other instruments may therefore often be more appropriate in children with SLD.…”

Section: Discussionmentioning

confidence: 99%

The structure of intelligence in children with specific learning disabilities is different as compared to typically development children

Giofrè

Cornoldi

2015

Intelligence

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Children with specific learning disabilities (SLDs) are characterized by a poor academic achievement despite an average intelligence. They are therefore typically assessed not only with achievement tests, but also with intelligence tests, usually the Wechsler Intelligence Scale for Children (WISC). The assumption of a discrepancy between IQ and achievement in children with SLD has been questioned, however, and the implications of using different measures in batteries of intellectual subtests have not been thoroughly investigated. The present study examined these issues, taking advantage of a large database of scores obtained in the ten core subtests of the WISC-IV by a group of 910 Italian children with a clinical diagnosis of SLD, who were compared with the children considered for national standardization purposes. Our results support the doubts raised concerning the IQ-achievement discrepancy model, showing that relevant discrepancies can emerge even within the WISC profile. The four main WISC-IV indexes were found differently related to intelligence (measured by means of the g-factor) and the g content of many subtests differed in children with SLD vis-à-vis typically-developing children. These results have important implications both theoretical, indicating that the g-factor is weakly identified in children with SLD children, and practical, indicating that the QI obtained with the WISC-IV may not be a good measure of intellectual functioning for children with SLD, which are discussed.  There are differences in the g content of the indexes and many subtests between SLD cases and controls.Intelligence, WISC-IV and SLD 2 The structure of intelligence in children with specific learning disabilities is different as compared to typically development childrenIntelligence is one of the most important and most often assessed constructs in psychology (Gottfredson, 1997a). It has been demonstrated, for instance, that intelligence tests such as the WISC, the WAIS and the Raven progressive matrices are among the psychological tests most commonly used in Europe, taking first, second and fourth places, respectively (Evers et al., 2012). This may be due to the importance of intelligence, which is also confirmed by the fact that intelligence can predict important academic and occupational outcomes, and performance in everyday life (e.g., Deary, Strand, Smith, & Fernandes, 2007;Gottfredson, 1997b;Schmidt & Hunter, 2004).The WISC, and particularly the WISC-IV (Wechsler, 2003), which is the latest version to become available in many countries, is one of most often used psychological tests. The popularity of the WISC-IV is probably due to the fact that it is relatively quick to administer and it measures important cognitive factors of relevance to the assessment of both typical populations and clinical groups (Prifitera, Saklofske, & Weiss, 2008). The WISC-IV, as presented in the test manuals, is structured around four factors, considered among the main basic factors underlying intelligence: i) the verbal comprehension ...

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Section: Discussionmentioning

confidence: 99%

The structure of intelligence in children with specific learning disabilities is different as compared to typically development children

Giofrè

Cornoldi

2015

Intelligence

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“…Some authors maintain, however, that switching from earlier versions to the latest version of the WISC has not changed the state of things, and that the FSIQ remains the most informative measure of intelligence -as confirmed, for instance, by a better long-term stability (Watkins, Glutting, & Lei, 2007;Watkins & Smith, 2013). …”

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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“…However, these are common characteristics of referred samples regardless of cultural and/or linguistic status (Canivez and Watkins 1998;Chen and Zhu 2012;Watkins and Smith 2013), which is evident in the descriptive statistics reported for the English-speaking samples in the present study as well. Statistically, significant mean score differences emerged between participant groups on some of the WISC-IV subtests, index scores, and the FSIQ score.…”

Section: Discussionmentioning

confidence: 56%

“…A comparison of scores from a non-referred group of ELLs to a non-referred group of English speakers would not generalize to this target population (Meehl and Rosen 1955). This is especially true given that referred samples tend to have lower means and standard deviations than non-referred samples (Canivez and Watkins 1998;Chen and Zhu 2012;Watkins and Smith 2013). Nevertheless, results of the present investigation have important implications for practitioners who work with culturally and linguistically diverse students.…”

Section: Discussionmentioning

confidence: 56%

“…However, referred samples have different distributional characteristics than nonreferred samples (Canivez and Watkins 1998;Chen and Zhu 2012;Watkins and Smith 2013), and these results may not generalize to applied situations in which test scores are only examined by practitioners for individuals who were referred to them for evaluations. As a result, a secondary purpose of the present investigation is to determine the degree to which the C-LIM can distinguish between a referred sample of ELLs and a referred sample of English speakers.…”

Section: Discriminant Validity Of the Wisc-iv Culture-language Interpmentioning

confidence: 72%

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Discriminant Validity of the WISC-IV Culture-Language Interpretive Matrix

Styck

Watkins

2014

Contemp School Psychol

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The Culture-Language Interpretive Matrix (C-LIM) was developed to help practitioners determine the validity of test scores obtained from students who are culturally and linguistically different from the normative group of a test. The present study used an idiographic approach to investigate the diagnostic utility of the C-LIM for the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-IV) for distinguishing between a referred sample of 69 English language learners, 79 English-speakers diagnosed with Autism, and 216 English speakers referred for a special education evaluation. Results indicated that the WISC-IV C-LIM differentiated between these groups of students at chance rates. Evidence from the previous studies along with the results of the current study does not support the use of the C-LIM for making decisions about individuals in applied practice.

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Long-term stability of the Wechsler Intelligence Scale for Children—Fourth Edition.

Cited by 122 publications

References 68 publications

The structure of intelligence in children with specific learning disabilities is different as compared to typically development children

The structure of intelligence in children with specific learning disabilities is different as compared to typically development children

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

Discriminant Validity of the WISC-IV Culture-Language Interpretive Matrix

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