The Viability of Scatter Analysis On the Wisc-r aNd the Sbis: Examining a Vestige

Kramer, Jack J.; Henning-Stout, Mary; Ullman, Daniel P.; Schellenberg, Richard P.

doi:10.1177/073428298700500105

Cited by 41 publications

(25 citation statements)

References 28 publications

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“…Thus, cognitive profiling approaches have been criticized for questionable reliability leading to an inability to provide scientifically rigorous diagnoses [43][44][45][46]. Miciak et al (2014) [45] examined the utility of two common PSW methods, (a) the concordance/discordance method [38] and (b) the cross-battery assessment method [39].…”

Section: The Resilience Of Discrepancy Testingmentioning

confidence: 99%

Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?

Elliott

Resing

2015

J. Intell.

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This paper examines the value of intelligence testing for the purpose of informing us how best to intervene with children with reading disability. While the original function of IQ testing was to ascertain whether a child was capable of profiting from schooling, there are many who now claim that cognitive assessment offers a range of diagnostic and prescriptive functions which can help teachers in delivering effective educational programs. This paper interrogates such assertions in relation to the assessment of IQ, cognitive strengths and weaknesses, executive functions, and the use of dynamic testing/assessment. The paper concludes that current evidence indicates that cognitive measures have limited relevance for instructional planning, and cognitive training programs have yet to show sufficient academic gains. For these reasons, it is recommended that our energies should be directed to the continuing development of powerful forms of academic skills-based instruction operating within a response to intervention framework.

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Section: The Resilience Of Discrepancy Testingmentioning

confidence: 99%

Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?

Elliott

Resing

2015

J. Intell.

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“…Despite this diversity, research has increasingly led to the conclusion that subtest patterns are diagnostically ineffective (for reviews, see Kavale 8c Forness, 1984;Kramer, Henning-Stout, & Schellenberg, 1987;Reschly 8c Grimes, 1990;Sattler, 1988). A common element in this research is the methodology of contrasted groups.…”

mentioning

confidence: 98%

Taxonomy and Validity of Subtest Profiles on the Kaufman Assessment Battery for Children

Glutting¹,

McGrath

Kamphaus³

et al. 1992

J Spec Educ

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This paper presents three studies. The first developed a normative taxonomy to show the most common subtest patterns on the Kaufman Assessment Battery for Children (K-ABC) (Kaufman & Kaufman, 1983a, 1983b). The benefit of such a core profile taxonomy is that it provides necessary contrasts for testing hypotheses about score configurations believed to be unusual or clinically relevant. The taxonomy was based on the school-age segment of the K-ABC's standardization sample (i.e., 1,300 children between 6 years, 0 months and 12 years, 6 months). Q methodology (cluster analysis) resulted in eight core profile types, which were subjected to preliminary validation tests against multiple criteria. The second study used the core types to examine whether children with learning disabilities ( n = 224), emotional disturbance ( n = 43), educable mental retardation ( n = 85), and trainable mental retardation ( n = 38) showed unusual subtest patterns more often than the general population. By contrast, the third study began by using the core types to identify children from both regular education and special education who possessed unusual patterns ( N = 1,346). Thereafter, Q methodology was applied to search for homogeneous groups among these children. Results from the second and third studies mitigate against the diagnostic application of subtest analysis Recommendations are provided for future practice in the profiling of children's abilities.

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“…Results of other recent studies with adults have indicated that the WAIS-R profiles of braindamaged patients, nondisabled controls, and psychiatric patients (e.g., with affective disorder, schizophrenia, psychosis) (Piedmont, Sokolove, & Fleming, 1989;Ryan, Paolo, & Smith, 1992) have comparable amounts and types of intersubtest variability. In fact, the overall paucity of positive findings in this area has led many reviewers to caution clinicians against over-interpreting intersubtest variability in IQ test profiles (e.g., Kramer, Henning-Stout, Ullman, & Schnellenberg, 1987).…”

mentioning

confidence: 99%

External Validity of the Profile Variability Index for the K-ABC, Stanford-Binet, and WISC-R

Kline

Snyder

Guilmette³

et al. 1993

J Learn Disabil

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The Viability of Scatter Analysis On the Wisc-r aNd the Sbis: Examining a Vestige

Cited by 41 publications

References 28 publications

Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?

Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?

Taxonomy and Validity of Subtest Profiles on the Kaufman Assessment Battery for Children

External Validity of the Profile Variability Index for the K-ABC, Stanford-Binet, and WISC-R

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