Relation of Scores on WISC–III and WRAT–3 for a Sample of Referred Children and Youth

Vance, Booney; Fuller, Gerald B.

doi:10.2466/pr0.1995.76.2.371

Cited by 17 publications

(10 citation statements)

References 3 publications

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“…According to these data for this group of referred children, it appears that the results obtained are consistent with earlier studies, (e.g., Smith & Smith, 1986;Vance & Fuller, 1995;and Wright, 1987). The correlations are also consistent with those of the WRAT3 manual (Wilkinson, 1993), although slightly lower.…”

supporting

confidence: 82%

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The relationship between the WISC-III and the WRAT3 in a sample of rural referred children

Smith

Smithson

1995

Psychol. Schs.

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The purpose of the present study was to examine the relationship between the Wechsler Intelligence Test for Children-Ill and the Wide Range Achievement Test, 3rd Edition. The study investigated the scores of 37 children in a rural Arkansas school district who were referred for evaluation because of academic difficulties. The children ranged in age from 6 to 16 years and included 35 Whites and 2 Blacks, with 22 males and 15 females. The findings indicated that the WRAT3 correlations with the WISC-Ill ranged from .42 to .66. These findings are consistent with others on the general correlations between IQ and achievement test scores. Salvia and Ysseldyke (1995) have estimated that over 250 million standardized tests are administered to public school children in the United States each year. These test results are a major factor in determining eligibility for educational programs and can thereby have a dramatic impact on a child's educational future. If these tests are to be used for such important decisions, then their validity should be investigated. Two such tests that are used extensively are the Wechsler Intelligence Test for Children, Third Edition (WISC-111; Wechsler, 1991) and the Wide Range Achievement Test, 3rd Edition (WRAT3; Wilkinson, 1993).These two tests are often used to determine ability-achievement discrepancy differences, and it is important to know the nature of the relationship that exists between them. Since the WRAT3 was published recently, data on the relationships between the two tests are limited.The Wide Range Achievement Test-Revised (WRAT-R) was a brief, individually administered achievement test often used in test batteries as a screening device for achievement. Because of its ease of administration and scoring, it was often the achievement measure used in both practice and research. It is expected that, for the same reasons, the WRAT3 will also be used extensively.Numerous correlational studies (Jastak & Wilkinson, 1984) indicate favorable concurrent validity for the WRAT-R when compared to other achievement tests. The correlations with the Peabody Individual Achievement Test were .87 for reading, .75 for spelling, and .66 for arithmetic. Moderate to low correlations between the WRAT-R and the WISC-R have also been found moderate correlations between the WISC-R and WRAT-R.Using a sample of 100 children with an IQ average of 100.7, Wilkinson (1993) reported correlations of combined Blue and Tan forms ranging from 3 7 between WISC-111 FSIQ and WRAT3 Arithmetic to .66 between WISC-I11 FSIQ and WRAT3 Reading and Spelling. Correlations of .49 (WAIS-R FSIQ and WRAT3 Spelling) to .60 (WAIS-R and WRAT3 Arithmetic) are reported. These values are in the expected ranges for 1Q and achievement measures. In Wilkinson's report, no information was provided on the separate forms of the WRAT3 and their relationship to the WISC-111.Requests for reprints should he sent to Teresa Smith.

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supporting

confidence: 82%

“…A recent study of referred children (Vance & Fuller, 1995) reported correlations of .68 (FSIQ WISC-111 with WRAT3 Spelling) to .82 (WISC-111 with WRAT3 Arithmetic). These values are higher than those reported by Wilkinson (1993) and are similar to findings presented in Sattler (1988) on the WISC-R and WRAT-R.…”

mentioning

confidence: 99%

The relationship between the WISC-III and the WRAT3 in a sample of rural referred children

Smith

Smithson

1995

Psychol. Schs.

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“…The remaining 43 children were screened for intellectual dysfunction using the parts of the Weschler Intelligence Scale for Children-Third Edition (WISC-III) (29), severe learning problems with the Wide Range Achievement Test-Third Edition (WRAT III) (29), and psychiatric disorders with the NIMH Diagnostic Interview Schedule for Children Version 4.0 (DISC-4.0) (30). Four children failed these screening procedures.…”

Section: Methodsmentioning

confidence: 99%

l-Dopa improves Restless Legs Syndrome and periodic limb movements in sleep but not Attention-Deficit-Hyperactivity Disorder in a double-blind trial in children

et al. 2011

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Background In a previous open-label study, dopaminergic agents improved Restless Legs Syndrome (RLS) and Periodic Limb Movements in Sleep (PLMS), as well as Attention-Deficit-Hyperactivity Disorder (ADHD) in children with both disorders. We therefore conducted a double-blind placebo-controlled trial of L-DOPA in ADHD children with and without RLS/PLMS. Methods Two groups of patients (total n=29), those with ADHD only or those with ADHD and RLS/PLMS were randomized to L-DOPA or placebo therapy. At baseline and after therapy patients were assessed with Conners' Parent and Teacher Rating Scales; polysomnography; RLS rating scale; and neuropsychometric measures of memory, learning, attention, and vigilance. Results L-DOPA improved RLS/PLMS symptoms in all patients with those disorders compared with placebo (p = .007). When assessed by the Conners' Scales before therapy, ADHD was more severe in children without RLS/PLMS than in children with RLS/PLMS (p=0.006). L-DOPA had no effect on Conners' scales, sleep, or neuropsychometric tests when all patients treated with drug were compared to those on placebo or when patients with ADHD only were compared to those with ADHD and RLS/PLMS. Conclusions In this first double-blind study of a dopaminergic therapy in children with RLS/PLMS, L-Dopa significantly improved RLS/PLMS but not ADHD. These results, however, should be interpreted carefully since they may have been influenced by the relatively small sample size and the baseline differences in severity of ADHD symptoms. Further work needs to be done to elucidate the relationship between dopamine, ADHD and RLS/PLMS.

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“…The WRAT3 reading subtest is a well-validated, easy-to-administer measure that is frequently used to estimate verbal intelligence (Griffin et al, 2002;Kareken et al, 1995;Letz et al, 2003). Correlations ranging from .45 to .72 (average r approximately .60) have been found between the WRAT3 and the full-scale score on the Wechsler in adults and children (Griffin et al, 2002;Johnstone et al, 1996;Kareken et al, 1995;Vance and Fuller, 1995;Warner et al, 1987;Wiens et al, 1993;Wilkinson, 1993).…”

Section: Methodsmentioning

confidence: 99%

The effects of acute alcohol consumption, cognitive reserve, partner risk, and gender on sexual decision making.

et al. 2006

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Objective-In past alcohol administration studies, intoxicated college students have been more willing to have unprotected sex with a hypothetical new partner than sober or placebo students. The objective of the present research was to extend past work by examining the effects of gender, cognitive reserve, and partner risk on intoxicated sexual decision making. Method-Before assigning participants (60 women and 60 men) to a drink condition, cognitive reserve was assessed with the reading subtest of the Wide Range Achievement Test 3 (WRAT3). After drinking, participants watched a video of a male and female college student in a sexual situation. There were two versions of the video that were identical, except for information that suggested the opposite-gender character had many past sexual partners or only a few. Results-There was a significant interaction between drink condition and cognitive reserve such that intoxicated participants with lower WRAT3 scores were more likely than other participants to indicate that they would have unprotected sex if they were in this situation. Partner risk did not influence participants' willingness to have unprotected sex; however, they were less interested in dating the high-risk partner. Conclusions-As expected, participants with less cognitive reserve made riskier decisions when intoxicated. Unexpectedly, although participants clearly perceived the high-and low-risk partners differently, this did not affect their willingness to have unprotected sex with this hypothetical partner. These findings demonstrate the need for sexually transmitted disease/ HIV prevention programs that go beyond factual presentations and provide students with the skills they need to assess risk realistically and the need for programs with messages tailored for individuals with low cognitive skills. College students experience many negative consequences from heavy alcohol consumption. including academic problems, personal injuries, impaired driving, interpersonal violence, and vandalism (Perkins, 2002). In the area of risky sexual behavior, 16% of a national sample of college students reported that they had sex without a condom when intoxicated at least once during the past school year (American College Health Association. 2005). Several

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Relation of Scores on WISC–III and WRAT–3 for a Sample of Referred Children and Youth

Cited by 17 publications

References 3 publications

The relationship between the WISC-III and the WRAT3 in a sample of rural referred children

The relationship between the WISC-III and the WRAT3 in a sample of rural referred children

l-Dopa improves Restless Legs Syndrome and periodic limb movements in sleep but not Attention-Deficit-Hyperactivity Disorder in a double-blind trial in children

The effects of acute alcohol consumption, cognitive reserve, partner risk, and gender on sexual decision making.

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