Use of an abbreviated version of the WISC-R with learning disabled children

Abstract

The Wechsler Intelligence Scale for Children-Revised (WISC-R) was administered to 56 learning disabled children, using standard assessment procedures and format as outlined by Wechsler. Abbreviated IQ scores were then derived by applying the Kennedy-Elder formula, an equation that uses five WISC-R subtests with varied weightings. Comparisons between the standard IQ scores and the abbreviated IQ scores were evaluated. A Pearson product-moment correlation coefficient of .83 and a nonsignificant t-test between the mean IQs suggested the two scores were interchangeable.However, frequent IQ classification changes (23%) rendered the K-E format unacceptable for this population.The Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974) has often been considered an important component in the psychoeducational evaluation of learning disabled (LD) children. This scale, used in conjunction with other indicators, frequently has served as a basis for enrolling these children in settings that aid in educational intervention. Additionally, because of the federal regulations established in Public Law 94-142, children in special education programs must be reevaluated at least every three years. This procedure is done in order to obtain a measure of the child's current range of intellectual functioning, as well as to determine if the child's current placement is appropriate. The WISC-R is used routinely within most school systems for both initial evaluations and subsequent reevaluation procedures.In some instances, such as reevaluation testing or when only a general indication of intellectual functioning is needed, a shortened form of the WISC-R might be a more efficient means of obtaining the needed information. A shortened version could reduce the amount of time necessary to assess and reassess the exceptional child. For the LD, it has the further advantage of providing an effective approach in dealing with short attention spans. Frequently manifested in the LD population, impulsivity and lack of attending to task often have resulted in assessment scores being questioned by parents, teachers, and psychologists alike. By condensing the time spent in testing, an abbreviated form of the WISC-R might provide a more valid IQ measure for youngsters exhibiting such behaviors. Several short form versions of the WISC, and later the WISC-R, have been developed. Approaches have ranged from using only selected items from each and every subtest (Yudin, 1966) to administering in full only a few identified subscales (Sattler, 1982). Responding to the apparent interest in condensing the Wechsler format, Resnick and Entin (1971) suggested that any abbreviated form would not be appropriate unless the following three criteria were satisfied: (a) correlations between shortened and standard forms be highly significant, (b) t-tests that compare the abbreviated and standard form mean IQs be nonsignificant, and (c) changes in IQ classification be relatively infrequent.Recently, Zimet, Farley, and Dahlem (1985) reported a shortene...

Equal weighting vs. differential weighting of subtest scores on short forms of Wechsler's intelligence scales

“…The short forms selected for investigation were as follows: -The five-subtest short form of the WISC-R (Information, Block Design, Comprehension, Picture Arrangement, and Coding) first proposed by Kennedy and Elder (1982) and since employed by Beck et al (1983), Phelps and Rosso (1986), Vollmerhausen et al (1986), Wade, Phelps, and Falasco (1986), and Zimet, Farley, and Dahlem (1985). This short form was chosen because of its current popularity and also because Zimet et al (1985) took the unusual step of obtaining multiple regression weights based on their own data.…”