Stability of WISC-R subtest profiles for learning disabled children

Abstract

Stability of the WISC-R subtest profile for 161 learning disabled (LD) children over a 7-month test-retest interval was examined. A unique subtest profile reported earlier (Smith, Coleman, Dokecki, & Davis 1977a) was replicated.Performance IQ was significantly greater than Verbal at both testing occafor Verbal I&.sions. A mean test-retest increase was observed for Per 9 ormance IQ, but not Several investigators have examined WISC subtest scaled scores for learning disabled (LD) children in search of a unique profile possibly possessing psychoeducational diagnostic utility. Rugel (1974) reviewed and summarized the findings from 25 such investigations, and concluded that a unique profile was manifest overall, with lowest mean scores on Arithmetic, Digit Span, and Coding, and highest scores on Object Assembly, Block Design, Picture Completion, and Picture Arrangement.Huelsman (1970) reviewed a substantial body of literature to determine if there was a characteristic WISC subtest profile for disabled readers. He concluded that the WISC patt>ern for disabled readers included low scores in Arithmetic (100% of studies reviewed), Coding (95%), Information (80%), and Digit Span (60%). The subtests most consistently elevated were Block Design, Picture Completion, and Picture Arrangement.Not all investigators reported a unique WISC subtest scaled score profile. In a recent review of the literature, however, Smith (Note 1) observed that: (a) sample sizes ranged from 11 to 240, for clinic and classroom samples; (b) data were collected over a 25-year span; (c) examinations of quantitative indices of academic disabilities were not consistent; (d) children in some samples were characterized as emotionally disturbed; (e) various ages were represented; and (f) considerations of such variables as SES, race, time since diagnosis and/or special placement were the exception rather than the rule. With these methodological and conceptual shortcomings, perhaps it is remarkable that any consistent WISC subtest profile emerged.

Stability of the WISC-R V-P Discrepancy at Learning Disabled Children's Triannual Reevaluation

“…There was essentially no change in the VIQ, but an increase of 3.2 points in the PIQ. These results are consistent with those reported by Vance et al (1981) and Smith (1978). The stability coefficients for the VIQ, PIQ, and FSIQ were .56, .58, and .48, respectively-these values are lower than those reported previously (Smith, 1978;Vance et al, 1981).…”

“…Smith (1978), however, reports that over a 7-month period (October to May), the VIQ was unchanged and the PIQ increased an average of only 4.1 points in a sample of students enrolled in LD programs. Stability of the VIQ and Correspondence should be addressed to Michael Furlong at the University of California, Graduate School of Education, Santa Barbara, CA 93106.…”

Determinants of WISC-R subtest stability in children with learning difficulties

“…The former assumption is based largely on evidence from normal child populations and on a few studies of exceptional children. Smith (1978) studied the stability of WISC-R subtests in 161 children in learning-disabilities classes by retesting them after a 7-month interval. He reported that the test and retest profiles were almost identical with the exception of the Vocabulary subtest, which had dropped significantly.…”

Fifteen-year stability of some neuropsychological tests in learning disabled subjects with and without neurological impairment

“…However, their data were only reported in terms of change scores over time, describing the persistent deficits and improvement of functions. Smith (1978) reported the stability of WISC-R subtest profiles for children in learning-disabled classrooms over a 7-month testretest interval. His purpose was to replicate the findings of a unique subtest profile previously reported by -Smith, Coleman, Dokecki, and Davis (1977).…”