Is Intelligence Stable in Learning-Disabled Children?

Abstract

This study investigated the stability of the WISC-R over a 3-year span for 60 students classified as learning disabled and who were receiving special education services. The subjects were identified as learning disabled by use of an ability/achievement discrepancy formula between the WISC-R and the Metropolitan Achievement Test. The initial hypothesis was that learning-disabled subjects would exhibit stable WISC-R scores and, consequently, may not require repeated WISC-R evaluations. The learning disabled subjects demonstrated stable WISC-R scores, and correlation coefficients were significant, but generally lower than previous WISC-R stability studies. Implications for the special education reevaluation process are discussed.

Predicting Arithmetic Abilities

“…Intelligence was measured in second grade only, yet the scores were used as a predictor for arithmetic performances in both first and second grade. There is evidence for the stability of intelligence measures throughout years (Canivez & Watkins, 2001;Lally, Lloyd, & Kulberg, 1987;Moffitt, Caspi, Harkness, & Silva, 1993), but it would be interesting to use such measures in both grades. Furthermore, besides the preparatory arithmetic abilities included in this study, increasing evidence has been found for an important role of numeracy in the development of later arithmetic abilities (e.g., Rousselle & Noël, 2008).…”

Stability of IQ measures in teenagers and young adults with developmental dyslexia

“…Intelligence, as measured with the Wechsler scales in samples of normally achieving individuals is considered stable over time (Moffit, Caspi, Harkness, & Silva, 1993;Neyens-Lidwien & Aldenkamp, 1997;Schuerger & Witt, 1989;Tuma & Appelbaum, 1980;Wechsler, 1974Wechsler, , 1981Wechsler, , 1992. Also in clinical samples, test-retest reliability has been proved high (Canivez & Watkins, 2001;Cummins, 2001;Elliot et al, 1985;Lally, Lloyd, & Kulberg, 1987;Naglieri & Pfeiffer, 1983;Oakman & Wilson, 1988;Watkins & Canivez, 2004;Webster, 1988;Whorton, 1985). Even if test-retest reliability coefficients are high, there is however good support for the notion that Verbal IQ (VIQ) declines over the years in samples of learning-disabled (LD) and mentally retarded (MR) children (Haddad, Juliano, & Vaughan, 1994;Nichols, Inglis, Lawson, & MacKay, 1988;Stavrou, 1990;Truscott, Narrett, & Smith, 1994).…”

The Stability of WISC-III Scores: For Whom are Triennial Re-Evaluations Necessary?

“…Higher correlation coefficients were reported in a study conducted by Lally, Lloyd and Kulberg (1987) In order to investigate the effects of initial IQ score on IQ stability, Bauman ( 1991) divided his 130 elementary school subjects into three groups on the basis of initial FSIQ score. The three groups consisted of children who received an initial FSIQ below 90, which was identified as the "below average " group; 90-110 was identified as the "average " group; and above 110 was classified as the "above average" group.…”