Validation of a WISC-III Short Form for Canadian Students With Learning Disabilities

Abstract

WISC-III subtests scores from 44 students referred for special education evaluations and identified as having learning disabilities were used to compute WISC-III short form IQs based on.the Dumont/Faro formula. The resultant short form IQs for Canadian students, scored using United States norms, were compared with the scores obtained from the complete WISC-III. Misclassification indexes were computed. This article discusses the composition of the WISC-III short form, its utility for Canadian children, and guidelines for apprapriate use.

The WISC-III Profile in Greek Children with Learning Disabilities: Different Language, Similar Difficulties

“…Children with an IQ more than 79 were included in our sample, in compliance with other studies, which propose that learning difficulties, which are observed in subjects with a lower IQ, are probably due to their lower intellectual abilities rather than to any specific disorder (Beal et al, 1996;Mayes et al, 1998). The results in this study show that children with learning disabilities have a significantly lower mean IQ (VIQ, PIQ, FSIQ) than the standardization sample as well as lower POI and PSI (see also Nikolopoulos et al, 2003) The lowest means were for Arithmetic and Digit Span, which agrees with the findings of most investigators (Beal et al, 1996;Grice et al, 1999;Mayes et al, 1998;Prifitera & Dersh, 1993;Ward et al, 1999;Watkins et al, 2002). While most studies agreed with regard to the most difficult items, they did not concur with the easiest ones.…”

“…Our findings were that the easiest items were Similarities and Picture Completion. The subtest Similarities was also found to be one of the two easiest subtests by Grice et al (1999) and Filippatou and Livaniou (2005), whereas other studies pointed to other subtests as being the easiest: Object Assembly (Prifitera & Dersh, 1993;Watkins et al, 2002;Wechsler, 1991), Block Design (Beal et al, 1996), and Symbol Search (Beal et al, 1996;Daley & Nagle, 1996). In studies conducted on Greek speaking populations, the children's higher means in the Similarities subtest may be due to the fact that in the Greek edition this subtest has a different sequencing of the questions.…”

“…Other investigators have found that the most difficult subtests are Vocabulary (Ackerman & Dykman, 1995;Daley & Nagle, 1996;Grice et al, 1999), Information (Daley & Nagle, 1996;Filippatou & Livaniou, 2005), and Picture Arrangement (Beal et al, 1996).…”

“…Picture Completion is found by many studies to be one of the easiest subtests (Beal et al, 1996;Daley & Nagle, 1996;Grice et al, 1999;Mayes et al, 1998;Prifitera & Dersh, 1993;Watkins et al, 2002;Wechsler, 1991), while others found that the easiest were Object Assembly (Grice et al, 1999;Prifitera & Dersh, 1993;Watkins et al, 2002;Wechsler, 1991), Symbol Search (Ackerman & Dykman, 1995;Beal et al, 1996;Daley & Nagle, 1996;Grice et al, 1999), Block Design (Beal et al, 1996), and Similarities (Grice et al, 1999;Filippatou & Livaniou, 2005). The findings of most studies regarding this scale show that in children with LD the mean of all of these factors is lower that the mean for the standardization sample (Beal et al, 1996;Daley & Nagle, 1996;Kush, 1996;Ward et al, 1999), while in other studies (Mayes et al, 1998;Prifitera & Dersh, 1993) it is higher than the mean of the standardization sample.…”

Bruikbaarheid verkorte versie wisc-rn in de kinderpsychiatrie

“…Ter illustratie: het afnemen van de twaalf subtests van de Wechsler Intelligence Scale for Children-Revised (WISC-R) duurt ongeveer twee uur. Vanwege de tijdsinvestering heeft een aantal auteurs voorgesteld om een verkorte versie van de WISC-R te gebruiken (Beal, Dumont, & Cruse, 1998;Connery, Katz, Kaufman & Kaufman, 1996;Donders, 1997;Herrera-Graf, Dipert, & Hinton, 1996;Kaufman, Kaufman, Bangopal, & McLean, 1996;Mark, Beal, & Dumont, 1998;Ryan, 1981;Ryan, Utley, & Worthen, 1988;Silverstein, 1983Silverstein, , 1989Silverstein, , 1990Thompson, Browne, Schmidt, & Boer, 1997;Thompson & LoBello, 1994;Tsushima, 1994;Wechsler, 1974). De WISC-R is een wereldwijd gebruikt instrument om de intelligentie bij kinderen van zes tot en met zestien jaar te bepalen.…”