Validation of a WISC-III Short-Form for the Identification of Canadian Gifted Students

Abstract

The purpose of this study was to determine the accuracy of scores obtained from the Dumont/Faro short-form in identifying children who score in the gifted range on the complete administration of the WISC-III. The findings showed that of the 29 children identified as gifted based on their WISC-III Full Scale scores, 20 children were correctly identified as gifted, and the 9 others were identified as potentially gifted, when the short-form was employed. Moreover, only 5 of the 129 children who were identified as not gifted according to their full Scale scores were misidentified as gifted according to the short-form. In general these results suggest that, because of the brief nature of the short-form, use of this form in place of the complete WISC-III administration could reduce, by nearly half, the amount of time normally devoted to screening for giftedness. Step-by-step recommendations for employing the short-form are provided

Estimating Wisc-III scores for special education students using the Dumont-Faro short form

“…These findings are consistent with other research (Beal et al, 1996;Dumont & Faro, 1993;Mark et al, 1998). Ryan (1981) cautioned, however, that short forms of IQ tests that have high misclassification rates should not be used "...in any situation that requires a precise IQ estimate" (p. 391).…”

“…In an effort to expand the utility of the Dumont-Faro short form with other exceptional populations, Mark, Beal, & Dumont (1998) tested the form as a screening instrument for identifying gifted children, defined as those with IQs of 130 and above. When the WISC-III Full Scale scores of 158 children were rescored using the Dumont-Faro formula, 128 (81%) were consistently matched with the WISC-III for identification as gifted (n ϭ 20) or not gifted (n ϭ 108).…”

A Comparison of WISC-III Short Forms for Screening Gifted Elementary Students in Canada

“…The use of short forms of intelligence tests may also improve the efficiency of school psychology service on a number of different levels. Furthermore, administration of a short form would place less demand on the individual student being assessed (Mark et al, 1998). Short forms may also be used when re-evaluation of a student's cognitive abilities is necessary (Silverstein, 1990;Zimet & Adler, 1990).…”

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.…”