Implications for Educational Classification and Psychological Diagnoses Using the Wechsler Adult Intelligence Scale–Fourth Edition With Canadian Versus American Norms

Harrison, Allyson G.; Holmes, Alana; Silvestri, Robert; Armstrong, Irene T.

doi:10.1177/0734282915573723

Cited by 9 publications

(34 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…With similar results in their studies using a referred sample, Harrison et al (2014, Harrison et al, 2015 have suggested that small Canadian sample sizes may explain the occurrence of lower scaled scores in Canada compared with that in the United States. This suggestion has not been supported in empirical studies and is not consistent with the robust finding of U.S.-Canadian differences across varying sample sizes (see Wechsler, 1996Wechsler, , 2001Wechsler, , 2004aWechsler, , 2008aWechsler, , 2012Wechsler, , 2014a.…”

Section: Differences In Wais-iv Canadian and Us Normsmentioning

confidence: 65%

“…The second component tests the claim from the Harrison et al (2014, Harrison et al, 2015 studies that the proportion of their clinical samples scoring below specific FSIQ cut-points using Canadian norms is higher than that should be expected, and related to this, that the percentage of cases scoring at these same cut-points using the U.S norms is a more accurate depiction of their sample. Here, examples are presented to illustrate the impact of a smaller SD and higher mean on Canadian scaled scores versus U.S. scaled scores.…”

Section: The Current Studymentioning

confidence: 99%

“…The first goal is to test the claims made by Harrison et al (2014, Harrison et al, 2015 that the number of individuals in their samples who score below a particular cut-score on FSIQ using the Canadian norms was far greater than should be expected. The first goal is to test the claims made by Harrison et al (2014, Harrison et al, 2015 that the number of individuals in their samples who score below a particular cut-score on FSIQ using the Canadian norms was far greater than should be expected.…”

Section: Further Evidence Of the Validity Of The Canadian Wais-iv Normsmentioning

confidence: 99%

“…In the current study, we reconsider data reported by Harrison et al (2014, Harrison et al, 2015 in the context of expected score distributions for mixed clinical samples of young adults, taking into account the impact of a long-standing pattern of higher raw score means in numerous Canadian normative samples, and arrive at different conclusions about the utility of the WAIS-IV Canadian norms.…”

mentioning

confidence: 96%

“…The recommendation to use WAIS-IV Canadian norms when testing Canadian adults has been challenged by Harrison, Armstrong, Harrison, Lange, and Iverson (2014) and Harrison, Holmes, Silvestri, and Armstrong (2015). The authors report that Canadian norms produce lower standard scores compared with American norms in mixed clinical samples of Canadian adults.…”

mentioning

confidence: 99%

See 4 more Smart Citations

Intelligent Use of Intelligence Tests

Miller¹,

Weiss

Beal³

et al. 2015

Journal of Psychoeducational Assessment

View full text Add to dashboard Cite

It is well established that Canadians produce higher raw scores than their U.S. counterparts on intellectual assessments. As a result of these differences in ability along with smaller variability in the population's intellectual performance, Canadian normative data will yield lower standard scores for most raw score points compared to U.S. norms. Two recent studies have questioned the utility of the WAIS-IV Canadian norms based on the performance of a mixed clinical sample of post-secondary students. These studies suggest that a greater proportion of cases from their mixed clinical samples fall below a full-scale IQ of 85 using the WAIS-IV Canadian norms than should be "expected." The purpose of the current study is threefold: First, to summarize the consistent finding of Canada-U.S. differences on measures of ability and present new empirical analyses to demonstrate these results are not due to a smaller sample size for Canadian norms. Second, and most importantly, matched sample comparisons demonstrate that the proportion of low scoring individuals (FSIQ < 85) in mixed clinical samples is consistent with the rates published by recent studies, and not greater than expected. Third, we offer evidence-based advice to clinicians practicing in Canada on the appropriate use of Canadian norms for Canadian clients during an individual assessment of intellectual functioning.

show abstract

Section: Differences In Wais-iv Canadian and Us Normsmentioning

confidence: 65%

Section: The Current Studymentioning

confidence: 99%

Section: Further Evidence Of the Validity Of The Canadian Wais-iv Normsmentioning

confidence: 99%

mentioning

confidence: 96%

mentioning

confidence: 99%

See 3 more Smart Citations

Intelligent Use of Intelligence Tests

Miller¹,

Weiss

Beal³

et al. 2015

Journal of Psychoeducational Assessment

View full text Add to dashboard Cite

show abstract

WISC-V Canadian norms: Relevance and use in the assessment of Canadian children.

Babcock

Miller²,

Saklofske

et al. 2018

Canadian Journal of Behavioural Science / Revue canadienne des

View full text Add to dashboard Cite

Following debate over the use of the WAIS-IV Canadian adult norms that has been suitably addressed, this study examines the normative differences in the WISC-V child and adolescent data in three ways: (a) presenting a comparison of country normative data across subtest and composite scores for demographically matched and unmatched samples, (b) providing a review of Canadian-U.S. standard FSIQ score differences across ability level, and (c) comparing the case detection accuracy of the WISC-V CDN versus U.S. norms for children with intellectual disability and giftedness. Results demonstrate small mean differences overall in the WISC-V norms when comparing the standardization samples in the two countries; however, there are significant observable differences in the sensitivity of the norms in identifying case status. This is vital for accurate identification, and supports the use of Canadian norms in clinical and gifted decision making. These results support the use of Canadian norms when assessing these exceptional children following best clinical assessment practices and testing guidelines. Public Significance StatementIntelligence assessments are used by psychologists in health and education settings every day to assist in the identification of strengths and weaknesses in cognitive abilities, including the identification of giftedness and diagnosis of intellectual disability. It is important that these assessments have representative population norms so that children are accurately diagnosed/identified and can receive appropriate support. This article reviews the need for and importance of distinct Canadian norms when using the Canadian edition of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V CDN ), for making important clinical decisions.

show abstract

Comparison of scores from the Wechsler Adult Intelligence Scale–IV and the Woodcock Johnson III in an Australian university sample

Sudarshan

Bowden

2021

Australian Psychologist

View full text Add to dashboard Cite

Implications for Educational Classification and Psychological Diagnoses Using the Wechsler Adult Intelligence Scale–Fourth Edition With Canadian Versus American Norms

Cited by 9 publications

References 24 publications

Intelligent Use of Intelligence Tests

Intelligent Use of Intelligence Tests

WISC-V Canadian norms: Relevance and use in the assessment of Canadian children.

Comparison of scores from the Wechsler Adult Intelligence Scale–IV and the Woodcock Johnson III in an Australian university sample

Contact Info

Product

Resources

About