Factor Analysis of Responses to the WISC—R for Gifted Children

Abstract

Several researchers have focused on the question of whether the traditional two-factor interpretation of WISC--R scores proposed by Wechsler (1974) is appropriate in selecting students to be admitted to gifted programs. Some researchers have suggested that the two-factor solution (Verbal and Performance) of Karnes and K. E. Brown provides the appropriate model, while others have proposed an alternative model based on exploratory research with gifted and average students. The current study expands exploratory findings of S. W. Brown with Rood in 1982 and Yakimowski in 1987, using confirmatory factor analytical procedures. The confirmatory factor analyses for selected groups of gifted (n = 158) and average (n = 195) students (M = 9.6 yr.) indicate that the alternative three-factor solution model may be a better system for interpreting the pattern of WISC--R subtest scores of gifted students than the conventional Verbal and Performance solution.

The structure of intelligence in children and adults with high functioning autism.

“…Similarly, the remarkable stability of Wechsler profiles for autism samples over the various versions of the tests provides additional assurance that despite revisions, the associations among the subtests have remained largely the same. Therefore models were tested that only included the 11 traditional subtests without inclusion of the additional subtests added to the "III" versions of the child and adult tests.One, two, and three-factor models were examined in developing models for the current study, as most previous studies using CFA to examine the factor structure of the Wechsler Scales have evaluated these models (Burton, Ryan, Paolo, & Mittenberg, 1994;Burton, Sepehri, Hecht, VandenBroek, Ryan, & Drabman, 2001;Brown, Hwang, Baron, & Yakimowski, 1991;Dickinson, Iannone, & Gold, 2002;O'Grady, 1983;Plake, Gutkin, Wise, & Kroeten, 1987;Waller & Waldman, 1990). For the one-factor model, all of the subtests are specified to load on a single factor.…”

Factorial Structure of WISC-III Among Gifted Children

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