An abbreviated form of the WISC for use with emotionally disturbed children.

Yudin, Lee W.

doi:10.1037/h0023312

Cited by 69 publications

(40 citation statements)

References 5 publications

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“…Participants were drawn from 508 boys in the middle sample of the Pittsburgh Youth Study (52) (SI Materials and Methods). At average age 12.5 y, ∼80% of these boys completed a short form of the Wechsler Intelligence Scale for Children-Revised (WISC-R) (11,53,54), the reliability of which has been estimated at 0.91 (55). During testing, a 15-min video sample of the boys' behavior was recorded to be coded by three different raters who were blind to the hypotheses of the study and to the IQ scores of the boys.…”

Section: Methodsmentioning

confidence: 99%

Role of test motivation in intelligence testing

Duckworth

Quinn

Lynam

et al. 2011

Proc. Natl. Acad. Sci. U.S.A.

288

211

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Intelligence tests are widely assumed to measure maximal intellectual performance, and predictive associations between intelligence quotient (IQ) scores and later-life outcomes are typically interpreted as unbiased estimates of the effect of intellectual ability on academic, professional, and social life outcomes. The current investigation critically examines these assumptions and finds evidence against both. First, we examined whether motivation is less than maximal on intelligence tests administered in the context of low-stakes research situations. Specifically, we completed a metaanalysis of random-assignment experiments testing the effects of material incentives on intelligence-test performance on a collective 2,008 participants. Incentives increased IQ scores by an average of 0.64 SD, with larger effects for individuals with lower baseline IQ scores. Second, we tested whether individual differences in motivation during IQ testing can spuriously inflate the predictive validity of intelligence for life outcomes. Trained observers rated test motivation among 251 adolescent boys completing intelligence tests using a 15-min "thin-slice" video sample. IQ score predicted life outcomes, including academic performance in adolescence and criminal convictions, employment, and years of education in early adulthood. After adjusting for the influence of test motivation, however, the predictive validity of intelligence for life outcomes was significantly diminished, particularly for nonacademic outcomes. Collectively, our findings suggest that, under low-stakes research conditions, some individuals try harder than others, and, in this context, test motivation can act as a third-variable confound that inflates estimates of the predictive validity of intelligence for life outcomes.O ne of the most robust social science findings of the 20th century is that intelligence quotient (IQ) scores predict a broad range of life outcomes, including academic performance, years of education, physical health and longevity, and job performance (1-7). The predictive power of IQ for such diverse outcomes suggests intelligence as a parsimonious explanation for individual and group differences in overall competence.However, what is intelligence? Boring's now famous reply to this question was that "intelligence as a measurable capacity must at the start be defined as the capacity to do well in an intelligence test. Intelligence is what the tests test." (ref. 8, p. 35). This early comment augured the now widespread conflation of the terms "IQ" and "intelligence," an unfortunate confusion we aim to illuminate in the current investigation.Intelligence has more recently-and more usefully-been defined as the "ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought" (ref. 5, p. 77). IQ scores, in contrast, measure the performance of individuals on tests designed to assess intelligence. That is, IQ is an observed, manifest ...

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Section: Methodsmentioning

confidence: 99%

Role of test motivation in intelligence testing

Duckworth

Quinn

Lynam

et al. 2011

Proc. Natl. Acad. Sci. U.S.A.

288

211

View full text Add to dashboard Cite

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“…In addition to providing an overall estimate of intellectual functioning, item-reduction techniques attempt to retain the original pattern of intersubtest scatter for the purpose of individual profile interpretation. Item-reduction procedures delete the total number of items administered on most subtests by one-half to two-thirds (Adams et al, 1984;Dinning & Kraft, 1983;Edinger, Shipley, & Watkins, 1986;Satz & Mogel, 1962;Yudin, 1966). A partial raw score is derived from each abbreviated subtest and then multiplied by two or three (depending on the number of items deleted) to obtain a full raw score (Watkins, 1986).…”

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confidence: 99%

Item-reduction vs. subtest-reduction short forms on the WAIS-R with phychiatric inpatients

Boone

1991

J. Clin. Psychol.

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The relative performance of two Wechsler Adult Intelligence Scale‐Revised (WAIS‐R) short forms, the Satz‐Mogel item reduction technique (Adams, Smigielski, & Jenkins, 1984; Satz & Mogel, 1962) and the Silverstein (1982) subtest‐reduction technique, was examined for a group of psychiatric inpatients (N = 75). The two short forms were evaluated on several criteria, including their ability to predict the Full Scale IQ (FSIQ) using regression analysis, their reliability, and their total administration time. The standard error of estimates obtained in predicting the FSIQ were comparable for both short forms and resulted in a ± 7 confidence interval to achieve 90% accuracy.

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“…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.…”

mentioning

confidence: 99%

Use of an abbreviated version of the WISC-R with learning disabled children

1986

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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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An abbreviated form of the WISC for use with emotionally disturbed children.

Cited by 69 publications

References 5 publications

Role of test motivation in intelligence testing

Role of test motivation in intelligence testing

Item-reduction vs. subtest-reduction short forms on the WAIS-R with phychiatric inpatients

Use of an abbreviated version of the WISC-R with learning disabled children

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