The purpose of this study was to compare the Wechsler scores for the same group of students after a 3-year interval. A sample of 84 regular and special education students were tested first on the WISC-R and then 3 years later on the WISC-III. Scores were broken up into five score subgroups from lowest to highest. More WISC-III scores appeared in lower IQ ranges, whereas fewer WISC-III scores appeared in higher IQ ranges. It was surmised that the WISC-III was more difficult at the higher IQ ranges and less difficult at the lower IQ ranges. WISC-III Performance scores displayed more (lower) differences between administrations, whereas the Verbal scores, which were higher, showed more variability. Researchers concluded that practicing psychologists might be more inclined to place students in classes for the educable mentally retarded (EMR) based on the effects of lower Performance Scale scores than on Full Scale IQs.
Previous studies have indicated that scores on the Developmental Test of Visual Motor Integration correlate higher with Performance than Verbal and Full Scale IQs of the Wechsler Intelligence Scale for Children-Revised. WISC-III and Visual Motor Integration-3R scores from 99 boys and 46 girls ranging in age from 6 to 16 years were obtained by certified school psychologists to study the relationship between the two measures. Participants were drawn from six suburban Chicago school districts, two being very affluent. These Pearson correlations for standard scores ranging from .34 to .57 and following previous research, were ranked from highest to lowest and then transformed into an approximately normal Z statistic using Fisher Z. The highest correlation was compared to the next highest and so on, which yielded significant differences. Only four comparisons had to be made.
Fetal alcohol syndrome (FAS), a recently discovered pattern of physical, cognitive, developmental and behavioural abnormalities, occurs in some offspring of women who consume alcohol heavily during pregnancy. This paper explores the implications of FAS and lesser fetal alcohol effects. Issues of international incidence, characteristics, identification and treatment, along with their relevance for the school psychologist, are discussed.
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