Examined the relationship between the Peabody Picture Vocabulary Test‐Revised (PPVT‐R), the Peabody Picture Vocabulary Test (PPVT), and the Wechsler Intelligence Scale for Children‐Revised (WISC‐R) with 35 incarcerated delinquents between the ages of 13–10 and 16–10. Mean scaled scores were computed across all measures. A statistically significant difference (p <. 01) between the PPVT‐R mean scaled score and all other measures was obtained. The PPVT‐R correlated significantly (p <. 0001) with the WISC‐R VIQ (r = 0.87), PIQ (r = 0.78), FSIQ (r = 0.86) and the PPVT (r = 0.80), whereas the original PPVT demonstrated significant yet lower correlations with the WISC‐R VIQ (r = 0.78), PIQ (r = 0.77) and FSIQ (r = 0.80). The clinical significance of utilizing the PPVT‐R as a measure of receptive vocabulary and its practical relationship to the PPVT and WISC‐R with a juvenile delinquent population was discussed.
Correlations between the Woodcock-Johnson Test of Cognitive Abilities (WJTCA) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) were evaluated on a sample of 55 behavior disordered males, 28 of whom were also diagnosed as learning disabled. Concurrent validity for this sample was demonstrated by only a 2.33 point difference between the mean WJTCA Broad Cognitive score and the mean WISC-R Full Scale IQ score. Analysis of Pearson product-moment correlations between each WISC-R subtest and each Woodcock-Johnson cluster score substantiated previous assertions that the WJTCA is unduly weighted with ProductDominant factors. Construct validity of some of the WJTCA clusters also was questioned. Implications of these results for behavior disordered populations were discussed.Psychologists and special educators frequently have utilized the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Stanford-Binet (S-B) to provide information about the current level of intellectual functioning for a student. Since its inception in 1977, the Woodcock-Johnson Psycho-educational Battery has gained in popularity among psychologists as an assessment device. The wide use of the Woodcock-Johnson has been partially fueled by the need for a norm-referenced test that provides information about intraindividual and extraindividual functioning levels across cognitive abilities, academic achievement, and scholastic and nonscholastic interest areas (Reeve, Hall, & Zakreski, 1979). Since all of the components of the W-J were normed on the same population, it enables the examiner to overcome the practical problem of interpreting ability and achievement measures that have been standardized on different populations.In a small number of studies, the cognitive component of the W-J Psychoeducational Battery has been compared to other standard ability tests to assess its concurrent validity. The Woodcock-Johnson Test of Cognitive Abilities (WJTCA) generally has received mixed reports about its concurrent validity in relation to the WISC-R, especially with learning disabled samples. Reeve, Hall, and Zakreski (1979) found a significant correlation (r=.79) using a sample of 51 learning disabled students; however, they noted that the mean WJTCA Broad Cognitive Ability Score was 13 points lower than the mean WISC-R FSIQ. The authors hypothesized that the discrepancy may be the result of errors in the norming of the W-J.Using a sample of LD students, Ysseldyke, Shinn, and Epps (198 1) reported a correlation of .67 between the WISC-R FSIQ and the WJTCA Broad Cognitive Abilities Scores. With this sample, there was a discrepancy of approximately eight points between the mean WISC-R FSIQ and the mean WJTCA Broad Cognitive Ability Score. The discrepancies between the WISC-R and the WJTCA have raised concerns about the adequacy of the W-J, especially in the assessment of samples of learning disabled students. Woodcock (1980) has claimed that these findings may be the result of methodological errors. The observed discrepancies may have b...
University of Missouri- Columbia Yourh Services ColumbiaUsing a sample of 100 behavior disordered male adolescents, correlations between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the WoodcockJohnson Tests of Cognitive Abilities (WJTCA) were computed. All WISC-R subtests correlated with the W-J Broad Cognitive Ability score at the .0001 level. Analysis of the forward selection multiple regression procedure resulted in the inclusion of only WISC-R Verbal subtests for the first six steps. Implications of such results were discussed and a predictive equation reported.Since its development, the Woodcock-Johnson Tests of Cognitive Abilities (1977) has received mixed reviews concerning its validity in relation to the WISC-R. Reeve, Hall, and Zakreski (1979) reported a correlation of .79 between the two instruments with a sample of learning disabled students. However, a discrepancy of almost one standard deviation was found between the two instruments, with the WISC-R being the higher. These authors offered two hypotheses concerning the discrepancy. First, the WoodcockJohnson may be tapping an area of cognitive functioning in which children with learning problems have greater difficulty than normals. A second suggestion was that the norms of the WJTCA could be in error. Ysseldyke, Shinn, and Epps (1981) reported that the WJTCA had a higher correlation with the WISC-R Verbal IQ than with the WISC-R Performance IQ. Using a sample of 50 learning disabled students, a correlation of .67 was computed between the WISC-R VIQ and the WJTCA Broad Cognitive score, while the PIQ yielded a correlation of only .48. Further, the LD students in this sample scored 7.68 points lower on the WJTCA than they did on the WISC-R FSIQ. These authors concluded that the WJTCA assesses product-dominant or crystallized intelligence, rather than fluid intelligence, with fluid intelligence being the processes necessary for the acquisition of academic skills (Cattell, 1963). What is learned or acquired through these processes is product-dominant intelligence. McGrew (1983), using a sample of 52 elementary students referred to child study teams for a variety of problems, concluded that the WISC-R and WJTCA provided comparable ability estimates. The correlation between the WJTCA Broad Cognitive Ability score and the WISC-R FSIQ for this sample was .74. Phelps, Rosso, and Falasco (1984), using a sample of 55 behavior disordered adolescents, found a correlation of .84 between the WISC-R FSIQ and WJTCA Broad Cognitive Ability score. There was only a 2.33 point discrepancy between the mean scores of the two instruments, t(54)=2.23, p>.03, with the WISC-R FSIQ being the higher of the two. The authors further found that the Broad Cognitive score was more highly correlated with the WISC-R VIQ (.90) than with the WISC-R PIQ (.68). Analysis of Pearson product-moment correlations between each WISC-R subtest and the Broad Cognitive score resulted in a range of .42 to S O for the Performance subtests, while for the Verbal subtests the range w...
Computed correlations between the subscales of the Wechsler Intelligence Scales for Children‐Revised (WISC‐R) and the Peabody Picture Vocabulary Test‐Revised (PPVT‐R) using as a sample 72 adjudicated male delinquents aged 13‐10 to 16‐11. Significant relationships at the 0.0001 level were obtained for 10 subtests with only one, Object Assembly, computed at the 0.001 level. A forward selection multiple regression analysis resulted in six subtests of the WISC‐R correlating to the PPVT‐R with a R2 value of 0.78. The significance and the implications of this relationship for the juvenile delinquent population were discussed.
The Wechsler Intelligence Scale for Children-Revised (WISC-R) was administered to 56 learning disabled children, using standard assessment procedures and format as outlined by Wechsler. Abbreviated IQ scores were then derived by applying the Kennedy-Elder formula, an equation that uses five WISC-R subtests with varied weightings. Comparisons between the standard IQ scores and the abbreviated IQ scores were evaluated. A Pearson product-moment correlation coefficient of .83 and a nonsignificant t-test between the mean IQs suggested the two scores were interchangeable.However, frequent IQ classification changes (23%) rendered the K-E format unacceptable for this population.The Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974) has often been considered an important component in the psychoeducational evaluation of learning disabled (LD) children. This scale, used in conjunction with other indicators, frequently has served as a basis for enrolling these children in settings that aid in educational intervention. Additionally, because of the federal regulations established in Public Law 94-142, children in special education programs must be reevaluated at least every three years. This procedure is done in order to obtain a measure of the child's current range of intellectual functioning, as well as to determine if the child's current placement is appropriate. The WISC-R is used routinely within most school systems for both initial evaluations and subsequent reevaluation procedures.In some instances, such as reevaluation testing or when only a general indication of intellectual functioning is needed, a shortened form of the WISC-R might be a more efficient means of obtaining the needed information. A shortened version could reduce the amount of time necessary to assess and reassess the exceptional child. For the LD, it has the further advantage of providing an effective approach in dealing with short attention spans. Frequently manifested in the LD population, impulsivity and lack of attending to task often have resulted in assessment scores being questioned by parents, teachers, and psychologists alike. By condensing the time spent in testing, an abbreviated form of the WISC-R might provide a more valid IQ measure for youngsters exhibiting such behaviors. Several short form versions of the WISC, and later the WISC-R, have been developed. Approaches have ranged from using only selected items from each and every subtest (Yudin, 1966) to administering in full only a few identified subscales (Sattler, 1982). Responding to the apparent interest in condensing the Wechsler format, Resnick and Entin (1971) suggested that any abbreviated form would not be appropriate unless the following three criteria were satisfied: (a) correlations between shortened and standard forms be highly significant, (b) t-tests that compare the abbreviated and standard form mean IQs be nonsignificant, and (c) changes in IQ classification be relatively infrequent.Recently, Zimet, Farley, and Dahlem (1985) reported a shortene...
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