Stability of WISC-R scores in children with learning difficulties

Bauman, Edward

doi:10.1002/1520-6807(199104)28:2<95::aid-pits2310280203>3.0.co;2-9

Cited by 13 publications

(15 citation statements)

References 5 publications

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“…The stability of the previous editions of the WISC has been explored with several test-retest intervals and with various groups of children (non-clinical or clinical groups). Most longitudinal studies conducted with the U.S. WISC / WISC-R / WISC-8 III indicated that the FSIQ was fairly stable (i.e., r > .70) with clinical samples (e.g., Bauman, 1991;Canivez & Watkins, 1998Oakman & Wilson, 1988;Stavrou, 1990;Truscott, Narrett, & Smith, 1994;Vance, Blixt, Ellis, & Debell, 1981). Because of many changes in the WISC-IV, the previous findings are obsolete.…”

Section: Introductionmentioning

confidence: 99%

Long-term stability of the French WISC-IV: Standard and CHC index scores

Kieng

Rossier

Favez

et al. 2017

European Review of Applied Psychology

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Introduction. – L’hypothèse de la stabilité de l’intelligence est à l’origine de la valeur prédictive du Quotient Intellectuel (p.ex. QI Total). Or, peu d’études ont été conduites sur la stabilité à long terme des scores de l’une des batteries les plus utilisées dans le domaine de l’évaluation cognitive : la 4eédition de l’Échelle d’intelligence de Wechsler pour enfants et adolescents (WISC-IV). Objectif. – Afin de favoriser une compréhension approfondie et une meilleure utilisation des scores des tests d’intelligence, cette étude examine la stabilité à long terme des indices standards et de cinq indices CHC, estimés à partir de l’adaptation franc¸ aise du WISC-IV. Méthode. – La stabilité à long terme des différents scores a été évaluée par le biais d’une procédure test –retest avec un intervalle moyen de 1,77 an (ET = 0,56 an) entre les deux passations. L’échantillon comprend277 enfants suisses francophones âgés de 7 à 12 ans. La stabilité des scores a été évaluée sous trois angles:(a) la stabilité du niveau moyen du groupe, (b) la stabilité différentielle et (c) la stabilité intra-individuelle.Résultats. – Les comparaisons de moyennes entre les deux passations suggèrent une stabilité du niveau moyen pour l’Indice de Compréhension Verbale (ICV), l’Indice de Raisonnement Perceptif (IRP), l’Indice d’Aptitude Générale (IAG), les scores compréhension-connaissance (Gc) et traitement visuel (Gv). Concernant la stabilité différentielle, seuls le QI Total et l’IAG atteignent un seuil de fidélité de .80 recommandé pour les décisions au niveau individuel. La stabilité intra-individuelle est examinée en définissant un intervalle de confiance de 2 erreurs types de mesure (± 2 ETM). Les résultats montrent que plus de 70 %des enfants présentent des performances stables pour les scores de l’IAG, de Gc et de Gv. Conclusion. – Globalement, la perspective nomothétique et la perspective idiographique suggèrent que l’IAG, Gc et Gv sont les scores les plus stables dans notre échantillon non clinique

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Section: Introductionmentioning

confidence: 99%

Long-term stability of the French WISC-IV: Standard and CHC index scores

Kieng

Rossier

Favez

et al. 2017

European Review of Applied Psychology

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“…It is not clear, however, whether these represent Matthew effects. In longitudinal samples of children with LD, some studies have observed declines in verbal IQ of about I to 1.5 points per year over one to five years (e.g., Bauman, 1991;Vance, Blixt, Ellis, & Debell, 1981), but others have instead found slight increases over three to six years (e.g., Oakman & Wilson, 1988;Vance, Hankins, & Brown, 1987). In a comparison of learning processes of LD versus non-LD children, Brainerd, Kingma, and Howe (1986) found that memory retrieval differences were generally larger, and that other learning differences were somewhat more pervasive, in Grade 6 than Grade 2; however, only cross-sectional age comparisons were examined.…”

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confidence: 99%

Matthew effects in children with learning disabilities: Development of reading, IQ, and psychosocial problems from grade 2 to grade 8

Scarborough

Parker

2003

Ann. of Dyslexia

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Reading achievement, IQ, and behavior problems were assessed in second and eighth grade for a longitudinal sample of 57 children. Changes in these scores over time were compared for children with no learning disabilities versus children with math or reading disabilities (research-identified and~or school-identified). A widening of the group difference in IQ was seen between the math disabled and nondisabled groups, but otherwise the gaps between groups remained unchanged or narrowed over the six-year interval, indicating that hypothesized negative consequences of initial academic difficulties ("Matthew effects") did not occur for most of the children with learning disabilities. Elevated rates of behavior problems were seen only for the group with math disabilities, suggesting that the type of learning disability needs to be taken into account in research on the association between academic and psychosocial problems.

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“…However, little research has been done on WISC-III stability in children with disabilities. The few studies that have been done have almost exclusively referred to the WISC-R, and have looked at children with learning disability (Oakman and Wilson 1988, Anderson et al 1989, Bauman 1991, Truscott et al 1994, below average IQ (Naglieri and Pfeiffer 1983), and epilepsy (Aldenkamp et al 1990): retest interval ranged from 2 to 6 years. Most of these studies used summary IQ scores only (FSIQ, VIQ, and PIQ).…”

mentioning

confidence: 99%

Neurocognitive stability in Asperger syndrome, ADHD, and reading and writing disorder: a pilot study

Nydén¹,

Billstedt

Hjelmquist³

et al. 2001

Develop Med Child Neuro

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Boys with Asperger syndrome (n=20), attention-deficithyperactivity disorder (n=20), and reading and writing disorder (n=20) were followed up and retested on several neuropsychological measures 1 to 2 years after initial assessments. Wechsler Intelligence Scale for Children (WISC-III) Full Scale, Verbal, and Performance IQ scores remained stable for all diagnostic groups. Kaufman factors and 'fluid' and 'crystallized' abilities were also stable measures. Subtest stability over time, was slightly more variable. There was a tendency for the group with Asperger syndrome to deteriorate over time with respect to logical reasoning abilities. Measures of executive function/attention ('go-no-go' and 'conflict' tests) showed good test-retest stability in all diagnostic groups. This is the first study of its kind.

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Stability of WISC-R scores in children with learning difficulties

Cited by 13 publications

References 5 publications

Long-term stability of the French WISC-IV: Standard and CHC index scores

Long-term stability of the French WISC-IV: Standard and CHC index scores

Matthew effects in children with learning disabilities: Development of reading, IQ, and psychosocial problems from grade 2 to grade 8

Neurocognitive stability in Asperger syndrome, ADHD, and reading and writing disorder: a pilot study

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