External Validity of the Profile Variability Index for the K-ABC, Stanford-Binet, and WISC-R

Kline, Rex B.; Snyder, Joseph F.; Guilmette, Sylvie; Castellanos, María Clara

doi:10.1177/002221949302600809

Cited by 16 publications

(20 citation statements)

References 22 publications

(24 reference statements)

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“…The results deviate from previous studies which show that cognitive abilities are highly correlated with numerical achievement (Kline et al, 1993; Downloaded by [University of Lethbridge] at 17:54 22 June 2016 Watkins & glutting, 2000). The findings from this research show that mental age is better correlated to basic numeracy as compared to cognitive abilities.…”

Section: Resultscontrasting

confidence: 99%

“…Based on the results in Table 2, mental age is shown to have a better correlation with basic numeracy, as measured by BNDT, when compared to cognitive abilities as measured by WISC-Iv. prior studies, which look at cognitive abilities and numeracy, show that an individual's Downloaded by [University of Lethbridge] at 17:54 22 June 2016 cognitive ability is highly correlated with numerical achievement (Kline, Snyder, guilmette, & Castellanos, 1993;Watkins & glutting, 2000). Thus, the findings from this study deviate from the reviewed studies and these differences might prompt future research.…”

Section: Implications For Future Research and Practicecontrasting

confidence: 69%

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Numeracy Abilities of Children in Grades 4 to 6 with Mild Intellectual Disability in Singapore

Cheong

Walker

Rosenblatt

2016

International Journal of Disability, Development and Education

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a early childhood and special needs education, national Institute of education, nanyang technological university, singapore, singapore; b special education, university of texas permian basin, odessa, tX, usa ABSTRACT Mathematics is an important aspect of daily life. Basic numeracy skills are needed to accomplish everyday tasks. However, research regarding the relationship between cognitive ability, mental age, and basic numeracy skills for children with intellectual disability (ID) is scarce. This research study investigated the correlation between intellectual ability and the development of number sense and arithmetic abilities in individuals with ID. Thirty-two students from a special school for individuals with ID in Singapore participated in this research study. Based on the results, basic numeracy is more closely correlated to the mental ages of the students than their intelligence quotient. This finding will be discussed and suggestions for future research will be provided.

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Section: Resultscontrasting

confidence: 99%

Section: Implications For Future Research and Practicecontrasting

confidence: 69%

Numeracy Abilities of Children in Grades 4 to 6 with Mild Intellectual Disability in Singapore

Cheong

Walker

Rosenblatt

2016

International Journal of Disability, Development and Education

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“…These negative results are consistent with previous research on Wechsler range and variance scatter indices (Anderson, Kaufman, & Kaufman, 1976;Daley & Nagle, 1996;Gutkin, 1979;Kline et al, 1993;Mayes et al, 1998). When considered within the broader, and generally negative, context of subtest profile research (Kavale & Forness, 1984;Kramer, Henning-Stout, Ullman, & Schnellenberg, 1987;McDremott, Fantuzzo, & Glutting, 1990;McDermott, Fantuzzo, Glutting, Watkins, & Baggaley, 1992;Mueller, Dennis, & Short, 1986;Watkins & Kush, 1994), subtest variability is not supported as a tool to genSubtest Deviations 307 Figure 2.…”

Section: Discussionsupporting

confidence: 93%

Diagnostic utility of the number of Wisc-III subtests deviating from mean performance among students with learning disabilities

Watkins

Worrell

2000

Psychol. Schs.

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This paper examined the diagnostic utility of subtest variability, as represented by the number of subtests that deviate from examinees' mean IQ scores, for identifying students with a learning disability (LD). Participants consisted of the 2,200 students in the WISC-III normative sample and 684 students (Mdn grade = 5; M age ϭ 10.8) identified as LD. The number of subtests deviating from examinees' Verbal, Performance, and Full Scale IQ by ±3 points for normative and exceptional samples were contrasted via Receiver Operating Curve (ROC) analyses. Results indicated that LD students did not differ from normative sample children at levels above chance. It was concluded that deviation of individual subtest scores from mean IQ scores has no diagnostic utility for hypothesizing about students with learning disabilities.

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“…Hale and Saxe (1983) noted, however, that this incremental increase in predictive efficiency due to shape information was "almost inconsequcntial" (p. ISS) in terms of practical usefulness. Kline, Snyder, Guilmette, and Castellanos (1993) also investigated the concurrent predictive validity of cognitive subtest profiles. They analyzed WISC-R, Kaufman Assessment Battery for Children (K-ABC; Kaufman & Kaufman, 1983), and Stanford-Binet Intelligence Scale-Fourth Edition (SB-IV: Thorndike, Hagen, & Sattler, 19R6) prollies among 146 students referred for special education evaluation.…”

mentioning

confidence: 99%

Incremental validity of WISC–III profile elevation, scatter, and shape information for predicting reading and math achievement.

Watkins¹,

Glutting²

2000

Psychological Assessment

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The use of cognitive subtest profiles to hypothesize about children's learning strengths and weaknesses implicitly assumes that subtest profiles are predictive of academic performance. To test this assumption, Wechsler Intelligence Scale for Children-Third Edition (WISC-III) subtest profiles were decomposed into elevation, scatter, and shape components and sequentially regressed onto reading and math achievement scores for 1,118 nonexceptional and 538 exceptional students. Profile elevation was statistically and practically significant for both exceptional (R = .36-.61) and nonexceptional (R = .72-.75) students. Profile scatter did not aid in the prediction of achievement. Profile shape accounted for an additional 5%-8% of the variance in achievement measures. It was concluded that using WISC-III subtest scatter and shape to predict academic performance was not supported by the accumulated scientific evidence.

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External Validity of the Profile Variability Index for the K-ABC, Stanford-Binet, and WISC-R

Cited by 16 publications

References 22 publications

Numeracy Abilities of Children in Grades 4 to 6 with Mild Intellectual Disability in Singapore

Numeracy Abilities of Children in Grades 4 to 6 with Mild Intellectual Disability in Singapore

Diagnostic utility of the number of Wisc-III subtests deviating from mean performance among students with learning disabilities

Incremental validity of WISC–III profile elevation, scatter, and shape information for predicting reading and math achievement.

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