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This study investigated the performance of 89 students on the Test of Nonverbal Intelligence, Quick Test, and Wechsler Intelligence Scale for Children‐Revised IQ scores for ethnic and sex differences. The sample consisted of 61 males, 28 females (37 Black, 52 White). A two‐way analysis of variance and the new Duncan's Multiple Range Test were used to identify significant differences between the mean scores. The findings did not indicate any significant differences between the IQ scores with regard to ethnicity or sex. Implications of these findings are discussed in terms of assessing minority group members with the Wechsler Intelligence Scale‐Revised, Test of Nonverbal Intelligence, and Quick Test.

The study investigated the stability of the WISC-R IQ scores of 32 exceptional students (24 males, 8 females) over a six-year interval. The sample was composed of 20 learning disabled and 12 mentally handicapped students who ranged in age from 6-5 to 16-1 1. Analyses of variance for repeated measures and product-moment correlations were used to analyze the data. Test-retest findings indicated that the rs ranged from .53 to .87, with a median value of .74, with four of the nine values below .70. Implications for clinicians in terms of the importance of reevaluation of exceptional students are discussed.Stability of ability assessment data is essential if placement decisions are not to be reconsidered at frequent intervals. The most common method for assessing the stability of a test is to administer it to a group of subjects and then to readminister the instrument to the same group at a later date. The correlation between the two sets of scores becomes the coefficient. The longer the delay between the original administration and the subsequent testing, the lower the stability coefficient, usually.Wechsler (1974) investigated the stability of the WISC-R by retesting 303 children from the standardization sample after a one-month period. The results of Wechsler's study indicated that the average increase in IQ between the first and second testing was 7 IQ points for the Full Scale, about 4 points for the Verbal Scale, and about 10 points for the Performance Scale (Sattler, 1982). The stability coefficients ranged from .95 for the Full Scale to .90 for the Performance and .93 for the Verbal Scale. Sattler explains these differences as practice effect. Vance, Blixt, Ellis, and DeBell (1981) investigated the stability of the WISC-R for a sample of exceptional children over a two-year interval. The results of the Vance et al. study indicated that the WISC-R is a very reliable instrument over time when used with learning disabled and retarded youngsters. For their sample, the stability coefficients were .80 for the Verbal Scale IQ, .91 for the Performance Scale IQ, and .88 for the Full Scale IQ. The mean absolute change in measured IQ on the Verbal, Performance, and Full Scales was about two points. The sample score was two points lower on the Verbal Scale IQ and two points higher on the Performance Scale IQ, with the Full Scale IQs being about equal.An interesting study conducted by Smith and Rogers (1978) compared the reliability of standardized assessment instruments when used with learning disabled children. Smith et al. found for a sample of learning disabled children, who were tested after approximately a six-month interval, that the coefficients of temporal stability on the IQ indices ranged from .79 to .82. In addition, these investigations compared the correlation between the stability coefficients for their LD sample and the WISC-R standardization sample and found a .597 0, = ,006) correlation. However, this finding could have been vitiated by the different test-retest interval for the two groups. Smith et al. c...

The results from Wechsler Adult Intelligence Scale‐R (WAIS‐R) and Wechsler Intelligence Scale for Children‐R (WISC‐R) with a sample of exceptional adolescents (N = 28) were compared over a 3‐year period of determine whether the subjects can be expected to obtain similar subtest scores and similar VIQ, PIQ, and FSIQ scores. Results indicated that the sample scored higher on the WAIS‐R Verbal and WAIS‐R Full Scale than on the WISC‐R Verbal and Full Scale. The findings are discussed in terms of the clinical application, especially as they relate to retesting exceptional children and youth with the WAIS‐R.

The relationship among IQs of the Wechsler Intelligence Scale for Children-Revised (WISC-R), Test of Nonverbal Intelligence (TONI), and Quick Test (QT) were investigated. The sample consisted of 51 subjects whose grade placements ranged from second to eighth grades and whose ages ranged from 7-2 to 15-5. Analysis of variance with repeated measures was used to analyze the data and the new Duncan Range Test was used to identify significant differences among pairs of scores. The results indicated that the subjects scored significantly higher on the TONI than on the WISC-R Verbal and Full Scales. No differences were found between the TONI and QT IQs nor between the QT IQs and the WISC-R IQs. Correlation coefficients ranged from a low of .57 between the WISC-R Verbal IQ and TONI to a high of .91 between the WISC-R Full Scale and Verbal Scale. Implications for the use of the TONI, QT, and WISC-R by clinicians were discussed.