Concurrent validity of a WAIS—R seven-subtest short form in patients with brain impairment.

Myers, Bill; Bengston, Michelle L.; Adams, Russell L.

doi:10.1037/1040-3590.8.3.319

Cited by 17 publications

(9 citation statements)

References 9 publications

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“…This seven-subtest short form, which consists of Information, Arithmetic, Digit Span, Similarities, Picture Completion, Block Design, and Digit Symbol reduces administration time by approximately one half (Ryan & Rosenberg, 1984), provides estimates of the Verbal and Performance IQs as well as the Full Scale IQ, and possesses excellent reliability (Axelrod, Woodward, Schretlen, & Benedict, 1996). It has performed well as both a screening instrument (when the short form may be followed by administration of the remaining subtests) and as a substitute for the standard WAIS–R in normal and patient samples (e.g., Abraham, Axelrod, & Paolo, 1997; Allen et al, 1997; Axelrod & Paolo, 1998; Benedict, Schretlen, & Bobholz, 1992; Iverson, Myers, Bengtson, & Adams, 1996; Paolo & Ryan, 1993; Ryan, Abraham, Axelrod, & Paolo, 1996; Satterfield, Martin, & Leiker, 1994; Ward, 1990; Ward & Ryan, 1996; Woodard, Godsall, & Henry, 1996). The 7-subtest short form of the WAIS–R has also been recommended for use with African Americans in order to minimize the relatively small, but potential possibility of bias found with other abbreviated methods (Paolo, Ryan, Ward, & Hilmer, 1996).…”

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Validity, reliability, and standard errors of measurement for two seven-subtest short forms of the Wechsler Adult Intelligence Scale—III.

Ryan

Ward²

1999

Psychological Assessment

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Validity and reliability coefficients and standard errors of measurement for 2 7-subtest short forms (SF) of the Wechsler Adult Intelligence Scale-Ill (WAIS-III; D. Wechsler, 1997) are provided. Data for the study were obtained from the WAIS-III-WMS-III Technical Manual and were based on the 2,450 adolescents and adults in the WAIS-III standardization sample. SF1 consists of Information, Digit Span, Arithmetic, Similarities, Picture Completion, Block Design, and Digit Symbol-Coding. SF2 uses the same subtest combination, except Matrix Reasoning is substituted for Block Design. For the 13 age groups in the standardization sample, the 2 short forms have impressively high validity and reliability, and small standard errors of measurement. Whenever a short form IQ is used, it is recommended that the examiner append the abbreviation Est next to the value.

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confidence: 99%

Validity, reliability, and standard errors of measurement for two seven-subtest short forms of the Wechsler Adult Intelligence Scale—III.

Ryan

Ward²

1999

Psychological Assessment

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“…closed head injuries or presumed dementias (Iverson, Myers, Bengtson, & Adams, 1996) as participants. All of these studies demonstrated high correlations between the short form IQ estimates and the actual VIQs, PIQs,and FSIQs (i.e.,.90 to .98).…”

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confidence: 99%

“…Our purpose was to investigate the accuracy of the two short form computational formulas in samples of patients with brain impairment. Participants were the same samples of head injured patients and patients with presumed dementia who were reported in a previous validity study (Iverson et al, 1996). For this study, we computed the short form IQs for the participants using both formulas and then compared these estimates to the actual IQs in the following ways: (a) Analysis of Variance to determine mean differences among the IQs, (b) Correlational analyses to determine the degree of concordance among the IQs, (c) Intelligence classification agreement (e.g., low average, average, high average) between each short form estimate and the actual IQ to determine the clinical categorization accuracy, (d) Distance between the short form and actual IQs in standard errors of measurement to further evaluate the psychometric properties of the short form formulas, and (e) Frequency analyses to determine the percentage of participants with each formula who have both (c) and (d); IQ classification agreement and short form IQs within two SEMs from the actual IQs.…”

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Comparison of two computational formulas for a WAIS-R seven subtest short form

Myers

Adams

1997

J. Clin. Psychol.

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Several validity studies for a seven subtest WAIS-R short form have been conducted with patients from different populations as participants. All of these studies demonstrated high correlations between the short form IQ estimates and the actual VIQs, PIQs, and FSIQs (i.e., .90 to .98). In general, there also were small mean differences in the short form versus actual IQs across samples. There currently are two computational formulas for the seven subtest short form. The original weighted formula and a revised proration formula. This study investigated the accuracy of the two short form computational formulas in samples of patients with brain impairment. It was found that the two formulas produced nearly identical results from both statistical and clinical perspectives. Given that the formulas produce nearly identical results and the majority of published studies with this short form have used the weighted formula, we recommend that future investigators use the original weighted formula to maintain clinical and scientific consistency.

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“…There are numerous recent investigations of the validity of various WISC–III and WAIS–R short forms (J. M. Campbell, 1998; Iverson, Myers, Bengston, & Adams, 1996) and the creation of new short forms (Axelrod & Paolo, 1998; Donders, 1997). The creators of the WISC–III (Psychological Corporation) recently published a short form of the Full Scale IQ score (Prifitera, Weiss, & Saklofske, 1998).…”

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Current trends in psychological testing of children.

Kamphaus

Petoskey²,

Rowe³

2000

Professional Psychology: Research and Practice

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The purpose of this article is twofold: (a) to summarize research on test use practices among child clinicians and (b) to identify some major trends that are likely to affect psychological assessment practices with children in the near future. Although child psychological assessment practices and choice of tests have remained relatively stable over the past decade or 2, some noteworthy changes have occurred. Child clinicians use a more diverse array of instruments, and behavior rating scales have supplanted the use of projective tests. Three trends that currently, and will continue to, affect child assessment practice are the preeminence of school as the assessment site for children, the growth of abbreviated measures of intelligence, and the extraordinary popularity of the behavior rating scale technology. Professional psychologists are advised to attend to the implications of these trends to ensure that they are continuing to provide needed and valued psychological assessment services. Trends in Child TestingChild testing both represents the genesis of modern psychological assessment and foreshadows the future of assessment practice.The ubiquitous and vigorous nature of this worldwide enterprise is difficult to capture in a brief article. Hence, our efforts herein are focused on taking a snapshot of current U.S. practice and research efforts. Subsequently, we identify a necessarily limited number of trends of potential importance: the dominance of school-based psychological and related testing, the explosive growth of brief intelligence tests, and the wholesale switch to rating scales as the personality measures of choice. The scope of child psychological testing in the United States is enormous. By way of example, as of 1995 approximately 12% of the public school population in the United States was enrolled in federally funded special education programs (National Center for Educational Statistics, 1997). This figure alone indicates that about 5,125,000 children participated in a muludisciplinary psychoeducational diagnostic or annual evaluation process that, at a minimum, included a school-based diagnostician such as a school psychologist, psychometrist, or educational diagnostician. Over 1 million of these children were diagnosed with mental retardation, and over 400,000 were classified as having severe emotional disturbance. The school-based practitioner, in turn, probably administered intelligence, visual-motor, academic achievement, perhaps adaptive behavior, and other measures to these children. Granted, not all of these children were administered a full psycho-R. W. KAMPHAUS received his PhD in educational psychology in 1983 from the University of Georgia. He is currently a professor in the Department of Educational Psychology at the University of Georgia, where he also serves as director of training for the School Psychology PhD program.

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Concurrent validity of a WAIS—R seven-subtest short form in patients with brain impairment.

Cited by 17 publications

References 9 publications

Validity, reliability, and standard errors of measurement for two seven-subtest short forms of the Wechsler Adult Intelligence Scale—III.

Validity, reliability, and standard errors of measurement for two seven-subtest short forms of the Wechsler Adult Intelligence Scale—III.

Comparison of two computational formulas for a WAIS-R seven subtest short form

Current trends in psychological testing of children.

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