Utility of the WISC-III for Children with Language Impairments

Phelps, LeAdelle

doi:10.1016/b978-012564930-8/50009-7

WISC-III Clinical Use and Interpretation 1998

DOI: 10.1016/b978-012564930-8/50009-7

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Utility of the WISC-III for Children with Language Impairments

LeAdelle Phelps¹

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Cited by 4 publications

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The relationship between spoken language ability and intelligence test performance of deaf children and adolescents

Remine¹,

Brown²,

Care³

et al. 2007

Deafness Educ. Int.

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For several decades the intellectual abilities of deaf children and adolescents, as measured by performance IQ, have been reported as comparable with those of hearing children and adolescents. Differences have been reported, however, on measures of verbal IQ, with deaf children and adolescents typically obtaining verbal IQ scores within the low average to well below average range. More recent studies of the intellectual abilities of deaf children and adolescents using the Wechsler scales, while supporting this finding, have not taken into consideration all subgroups within the deaf and adolescent population nor accounted for the degree of variability in their language abilities. The aim of this study was to investigate intelligence test performance for subgroups of deaf children and adolescents who communicate using spoken English and for whom language ability is known. To do this, two groups of participants were included in the study: those with age appropriate spoken language (AA) and those with a spoken language delay (LD). Results showed that the AA group scored significantly higher on all measures of performance and verbal IQ than the LD group. The performance and verbal IQs of the LD group were similar to those of previous studies of deaf children and adolescents. The results of this study extend and elaborate on current views of intelligence and deafness and the potential impact that spoken language ability has on intelligence test performance for different subgroups within the deaf child and adolescent population, particularly those who communicate using spoken language. Copyright © 2007 John Wiley & Sons, Ltd.

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The relationship between spoken language ability and intelligence test performance of deaf children and adolescents

Remine¹,

Brown²,

Care³

et al. 2007

Deafness Educ. Int.

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A Comparison of the Leiter-R and the Universal Nonverbal Intelligence Test (UNIT) with Children Classified as Language Impaired

Farrell

Phelps

2000

Journal of Psychoeducational Assessment

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The Leiter-R and the Universal Nonverbal Intelligence Test (UNIT) were administered in counterbalanced order to 43 children (12 females, 31 males) who were classified as severely language disordered (mean age = 8.55, SD = 1.78). All standard scores were depressed and ranged from 65.07 (Leiter Fluid Reasoning Composite) to 70.00 (UNIT Symbolic Memory), suggesting global cognitive deficits that extend beyond language. Correlations and t-test analyses compared similar scores. The correlations were significant (i.e., Leiter-R Visualization and Reasoning Battery Full Scale IQ/UNIT Full Scale IQ= .80, Leiter-R Fluid Reasoning Subscale/UNIT Reasoning Subscale = .66); t-test computations were nonsignificant. Given the critical language deficiencies of this population, it was concluded that either battery provided a nonbiased assessment of cognitive abilities. Qualitative strengths and weaknesses of both tests were discussed.

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The Utility of the Differential Abilities Scales with Specific Language-Impaired Preschoolers

McCabe

2004

Journal of Psychoeducational Assessment

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The purpose of this study was to examine the utility of the Differential Ability Scales (DAS) in distinguishing preschoolers with specific language impairment (SLI) and specific subtypes of language delays. Three hundred forty-eight language-impaired preschoolers' response patterns across DAS General Conceptual Ability (GCA), Ability cluster, and subtest scores were compared to response profiles of 57 preschoolers without language impairment as well as the standardized mean. Participants' specific type of language impairment (Articulation, Expressive, Receptive, Pragmatic, Expressive-Receptive, Expressive-Articulation, Receptive-Articulation, and Articulation-Pragmatic) was then compared to their response patterns. Results indicated that, in general, SLI preschoolers had significantly lower GCA, Verbal Ability, Nonverbal Ability, and subtest scores on the DAS compared to preschoolers without language impairment. However, different response patterns across the GCA, Ability clusters, and subtests emerged depending on the SLI subtype. SLI children with Articulation-only impairments tended to score higher on Ability Cluster and subtest scores, whereas children with Receptive and Expressive-Receptive impairment scored lowest. Discriminant analysis revealed that subtype profiles could predict SLI subtype in 26% to 38% of the cases. Finally, factor analysis indicated a new factor structure for both younger and older preschool batteries, suggesting that practitioners working with the SLI-referred population should carefully consider the utility of the original DAS factors.

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Utility of the WISC-III for Children with Language Impairments

Cited by 4 publications

References 46 publications

The relationship between spoken language ability and intelligence test performance of deaf children and adolescents

The relationship between spoken language ability and intelligence test performance of deaf children and adolescents

A Comparison of the Leiter-R and the Universal Nonverbal Intelligence Test (UNIT) with Children Classified as Language Impaired

The Utility of the Differential Abilities Scales with Specific Language-Impaired Preschoolers

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