The time-consuming aspect of the Wechsler intelligence scales has prompted their frequent abbreviation in clinical practice. The use of selected items from each subtest has been a particularly attractive method of shortening because it reduces administration time by about S0% and yet gives scores for each subscale. To test the reliability of scores obtained from this method, 200 protocols of the Wechsler Adult Intelligence Scale (WAIS) were rescored according to short-form procedure and reliabilities based on split-half correlations obtained. It was hypothesized that one could predict the reliability of the shortened WAIS on the basis of the Spearman-Brown formula, and that in testing, as in other fields, "you get what you pay for." Results confirmed these hypotheses-a short form is not an adequate substitute for the full WAIS.The Wechsler intelligence scales are among the most widely used and highly regarded tests in clinical practice. They are also among the most time consuming, and many kinds of abbreviations have been used. One extensive study (Holmes, Armstrong, Johnson, & Ries, 1965), for example, showed that 90% of the Wechsler Adult Intelligence Scales (WAISs) were given in abbreviated form. In an attempt to retain the virtues of these tests, but shorten administration time, much research has been directed to establishing the reliability and validity of various methods of abbreviation.A review of the literature suggests a fourfold typology of test abbreviation. Shortening has been achieved through the elimination of 1 The coding and computer work in this study were made possible by a grant from the Veterans Administration Central Office. The data were collected while all the authors were affiliated with the Ann Arbor Veterans Administration Hospital. Appreciation is expressed to the Psychological Corporation for making available information on how reliability coefficients were computed in the original WAIS standardization study.The statements and conclusions of the authors are the result of their own study and do not necessarily reflect the opinion or policy of the Veterans Administration.2 Requests for reprints should be sent to Margaret B, Luszki,
Sixty-three Negro pupils from eight classrooms in small Midwest communities were matched with an equal number of white peers on sex, grade, age, and socioeconomic status. The purpose of the study was to determine how black pupils in settings quite different from extensively studied central cities of large metropolitan areas compared on various measures of school and personal adjustment with their white counterparts. Measures included three student perceptual variables (self-esteem, school adjustment, and perceived parental support of school); attitudes toward family and peer groups; vocational interests and aspirations toward the futureall obtained from a sentence completion test; teacher ratings; and sociometric questions related to liking, influence, and expertness. The few differences found favored the Negro pupils. Black boys were significantly higher on the school adjustment index than white boys, and in the eyes of their children, black parents displayed more interest in their sons' schoolwork than did white parents. Analysis by classrooms divided according to the percentage of black pupils showed no differences in school or personal adjustment on the measures used, suggesting that, in the classrooms studied, whether a pupil was in a majority or a minority position as a Negro had little bearing on his feeling of being accepted by his peers. Other findings showed greater differences based on sex rather than race. The implications of these findings are discussed, and recommendations for classroom teachers are presented.
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