Wechsler Preschool and Primary Scale of Intelligence--Revised

Wechsler, David

doi:10.1037/t48859-000

Cited by 1,317 publications

(1,592 citation statements)

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“…Furthermore, the DAP:QSS Total score related significantly to the K-ABC Global Achievement score and all K-ABC Achievement subtests, with the exception of the Riddles subtest. These correlations are higher than those found in previous research that has explored the relationship between the DAP:QSS and other measures of academic achievement (Prewett, Bardos, & Naglieri, 1988, 1989. The third goal of this study was to investigate the potential use of the K-BIT, a WPPSI-R short form, and the DAP:QSS as screening measures of academic performance.…”

Section: Resultscontrasting

confidence: 42%

The relationship between young children's academic achievement and measures of intelligence

Lassiter

Bárdŏs

1995

Psychol. Schs.

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To test the construct validity of brief measures of intelligence and explore how well these instruments relate to academic performance, the WPPSI-R, the Kaufman Brief Intelligence Scale (K-BIT), Draw-A-Person: Quantitative Scoring System (DAP:QSS), and the K-ABC Achievement Scale were administered to 50 kindergarten and firstgrade children. Results indicated that all measures provide similar scores, all in the average range. All brief measures related significantly to academic achievement. Implications of the findings are discussed, and a battery for screening young children is offered.

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Section: Resultscontrasting

confidence: 42%

The relationship between young children's academic achievement and measures of intelligence

Lassiter

Bárdŏs

1995

Psychol. Schs.

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“…General intelligence measurement was made with the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) [35] in subjects older than 16 years. Equivalent tests were applied to the pediatric patients with the exception of the MOCQ, as appropriate for their age group: Children's Depression Inventory [18], the State-Trait Anxiety Inventory for Children [26], the Matching Familiar Figures Test-20 (MFF-20) [8], and the Wechsler Preschool and Primary Scales of Intelligence (WPPSI) [33], or the Wechsler Intelligence Scale for Children-Revised (WISC-R) [34], as appropriate for the age group. The pediatric patients were also interviewed about sleep-related symptoms (insomnia, hypersomnia, tiredness, and other symptoms).…”

Section: Neuropsychiatric Symptoms and Iq Assessmentmentioning

confidence: 99%

Neuropsychiatric symptoms and intelligence quotient in autosomal dominant Segawa disease

et al. 2011

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Segawa disease is a rare dystonia due to autosomal dominant guanosine triphosphate cyclohydrolase I (adGTPCH) deficiency, affecting dopamine and serotonin biosynthesis. Recently, the clinical phenotype was expanded to include psychiatric manifestations, such as depression, anxiety, obsessive-compulsive disorder, and sleep disturbances. Although cognitive and neuropsychiatric symptoms may be attributable to dopamine deficiency in the prefrontal cortex and frontostriatal circuitry, intelligence is considered normal in Segawa disease. Our aim was to investigate neuropsychiatric symptoms and intelligence quotients (IQ) in a series of individuals with adGTPCH deficiency. The assessment included a structured clinical interview following the DSM-IV-TR's guidelines, Beck's Depression Inventory, the State-Trait Anxiety Inventory, the Maudsley Obsessive-Compulsive Questionnaire, the Barratt Impulsiveness Scale-11 (BIS-11), the Oviedo Sleep Questionnaire, the Pittsburgh Sleep Quality Index, and the Wechsler Adult Intelligence Scale-Third Edition. Equivalent tests were applied to pediatric patients as appropriate for their age group. Fourteen patients with adGTPCH deficiency were evaluated (seven adult and seven pediatric patients). Depression, anxiety, and obsessive-compulsive symptoms were not more common than expected in the general population. However, the seven adults showed impulsivity in the BIS-11; nine individuals had an IQ in the range of borderline intellectual functioning to mild mental retardation, and sleep disturbances were found in four individuals. We found no differences between these results and the motor impairment. In conclusion, our findings would suggest that cognitive impairment, and impulsivity in adults, may be associated with Segawa disease.

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“…Finally, 20.0% of the parents of the control group and 33.3% of the parents of the experimental group had some college education, whereas almost an equal percentage of them (13.4% and 13.3%) were college graduates; and (4) Non-Verbal (Raven's Progressive Matrices) and Verbal IQ (Similarities and Vocabulary measures from WPPSI; Wechsler Preschool and Primary Scale of Intelligence-Revised; Wechsler, 1990). The latter comparison can be found in Table 1a (see results section).…”

Section: Participantsmentioning

confidence: 99%

Kindergarten cognitive intervention for reading difficulties: The PREP remediation in Greek

et al. 2004

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This study reports two different experiments, as a part of a longitudinal study, that evaluated a cognitive intervention (PREP: PASS Reading Enhancement Program) to enhance early phonological processing skills, such as odd-word-out, segmenting, and blending, to kindergarten children at-risk for reading difficulties, in order to support the development of subsequent word reading skills. As part of the first experiment, thirty children aged 5.1, matched on the basis of age, gender, parental education levels, Non-verbal and Verbal IQ, were assigned to an experimental and a control group (15 in each group) and compared before and after the four-week intervention on a set of phonological and cognitive (successive and simultaneous processing) measures. The two groups of participants were screened to be significantly different at pre-test on the outcome measures. The results of the first experiment indicated that the experimental group performed equally well with the control group on all the measures of phonological and cognitive processing skills. Subsequent analysis focusing on aptitude-treatment interaction indicated that the PREP program appeared to be optimally successful in improving phonological skills in cases where the cognitive profile of the 5-year-olds matched the emphasis on successive information integration. The follow-up experiment examined the long-term effects of PREP remediation. Results showed that both the experimental and control groups performed equally well on word reading tasks and, more importantly, on the bridging PREP tasks, requiring knowledge of the alphabet and of letter-sound correspondences, despite that neither of the groups had been previously trained on the latter. Discussion concludes that intervention including inductive training on the distal cognitive processes, namely successive and simultaneous processing, appears to be effective for enhancing early word-reading skills to kindergarten children at-risk for reading difficulties, even in the absence of direct training of these skills in kindergarten.

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Wechsler Preschool and Primary Scale of Intelligence--Revised

Cited by 1,317 publications

References 0 publications

The relationship between young children's academic achievement and measures of intelligence

The relationship between young children's academic achievement and measures of intelligence

Neuropsychiatric symptoms and intelligence quotient in autosomal dominant Segawa disease

Kindergarten cognitive intervention for reading difficulties: The PREP remediation in Greek

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