The Stability of W.I.S.C.<i>IQ'S</i>for Selected Children

Whatley, Ruth G.; Plant, Walter T.

doi:10.1080/00223980.1957.9916228

Cited by 13 publications

(10 citation statements)

References 1 publication

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“…These results support the findings of Vance et al (1981) who used a mixed sample of LD and mildly retarded children. The finding that overall IQ remained stable for the MMR group is consistent with the findings of Alper and Horne (1959), Naglieri and Pfeiffer (1983), Silverstein (1982), Spitz (1983), Throne et al (1962), Walker and Gross (1970), and Whatley and Plant (1957), but contradicts the observations of Carvajal et al (1984), Clarke and Clarke (1954), and Earhart and Warren (1964). With the exception of Carvajal et al's investigation, studies that demonstrated a change in IQ used an older sample and a version of the Stanford-Binet.…”

Section: Full Scale I Qsupporting

confidence: 84%

“…However, most of these studies have focused on institutionalized samples rather than on more mildly handicapped groups. In mentally retarded samples a fair amount of stability has been reported (Alper & Horne, 1959;Naglieri & Pfeiffer, 1983;Silverstein, 1982;Spitz, 1983; Throne, Schulman, & Kaspar, 1962; Walker & Gross, 1970; Whatley & Plant, 1957). Other researchers have reported both increases (Carvajal, Lane, & Gay, 1984; Clarke & Clarke, 1954; Woodall, 1931) and decreases (Earhart & Warren, 1964) in IQ over time depending on age, level of retardation, and methodology.…”

Section: Hofstra Universitymentioning

confidence: 99%

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The long-term stability of WISC-R scores in mildly retarded and learning-disabled children

Stavrou

1990

Psychol. Schs.

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This study addresses the need for systematic longitudinal research documenting the stability of WISC-R scores in special education populations. WISC-R scores of 100 learning-disabled and 60 mildly retarded children retested on three separate occasions at three-year intervals were examined. The stability of WISC-R scores was evaluated according to three different criteria: (a) the consistency of group means over time, (b) the frequency of significant changes in individual scores, and (c) correlations between administrations as an index of stability of subjects' relative positions in the group. Different results were obtained depending on the criterion considered. Examination of group means and correlation coefficients indicated that Full Scale IQ was fairly stable over a period of six years for both learning-disabled and mildly retarded samples.However, greater variability was noted when examining the frequency of changes in individual subject's scores. Verbal IQ and Performance IQ demonstrated somewhat more variability by all criteria examined. The implications of these results with regard to the importance assigned to IQ in special education classification decisions, the usefulness of retesting IQ in three-year reevaluations, and the efficacy of special education are discussed.

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Section: Full Scale I Qsupporting

confidence: 84%

Section: Hofstra Universitymentioning

confidence: 99%

The long-term stability of WISC-R scores in mildly retarded and learning-disabled children

Stavrou

1990

Psychol. Schs.

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“…'s with mental retardates has been obtained by Alper and Home (1959), Brown (1950), Collman and Newlyn (1958, Elwood (1952), Fisher (1962, Holowinsky (1962), and Spaulding (1946). Essentially the same findings, utilizing the Wechsler Intelligence Scale for Children and the Goodenough Drawing Test were attained by Whatley and Plant (1957) and Yepsen (1929), respectively.…”

Section: Institutional Residence and Intellectual Functioningsupporting

confidence: 59%

Institutional Residence and Intellectual Functioning

Sternlicht¹,

Siegel²

1968

J intellect Disabil Res

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“…Long-term stability ofilie WISC (Coleman, 1963;Conklin & Dockrell, 1967;Friedman, 1970;Gehman & Matyas, 1956;Reger, 1962;Rosen, Stallings, Floor, & Nowakiwska, 1968;Walker & Gross, 1970;Whatley & Plant, 1957) and WISC-R (Anderson. Cronin, & Kazmierski, 1989;Bauman, 1991;Elliott & Boeve, 1987;Elliott et al, 1985;Ellzey & Karnes, 1990;Haynes & Howard, 1986;Naglieri & Pfeiffer, 1983;Oakman & Wilson, 1988;Smiili, 1978;Stavrou, 1990;Truscott, Narrett, & Smiili, 1994;Vance, Blixt.…”

mentioning

confidence: 99%

Long-term stability of the Wechsler Intelligence Scale for Children—Third Edition.

Canivez¹,

Watkins²

1998

Psychological Assessment

109

104

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Long-term stability of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; D. Wechsler. 1991) was investigated with a sample of 667 students from 33 Slates twice evaluated for special education consideration. With an average test-retest interval of 2.87 years, test-retest reliabil• ity coefficients for the Verbal IQ. Performance IQ. and Full Scale IQ were .87, .87. and .91. respectively (p < .0001). As expected. test-retest reliability coefficients for the subtests were generally lower than for global IQ and factor index scores. Mean differences from first testing to second testing were either not statistically significant or not clinically meaningful. Results provided the highest estimates of long-term stability for the WISC-III yet reported. Surveys of test use by clinical and school psychologists have consistently found ilie Wechsler scales to be ilie most frequently used tests of cognitive abilities (Goh, leslow,

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The Stability of W.I.S.C.IQ'Sfor Selected Children

Cited by 13 publications

References 1 publication

The long-term stability of WISC-R scores in mildly retarded and learning-disabled children

The long-term stability of WISC-R scores in mildly retarded and learning-disabled children

Institutional Residence and Intellectual Functioning

Long-term stability of the Wechsler Intelligence Scale for Children—Third Edition.

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