title: Short form and factor-analytic studies of the WISC-R with behavior problem children.
abstract: Two analyses of the WISC-R protocols of 100 children referred for behavioral problems in school were conducted to study (a) the utility of a variety of WISC short forms and (b) the factor structure of the WISC-R. Although the correlations between short form and WISC-R IQs were highly significant, mean differences and a high percentage of IQ classification changes indicated that the short forms were not acceptable WISC-R substitutes. Different factor analyses consistently evidenced two factors, Verbal Comprehension and Perceptual Organization, which corresponded perfectly to the Verbal and Performance.
mesh_terms: D000293:Adolescent; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology*; D005163:Factor Analysis, Statistical; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000175:diagnosis; D008297:Male; D014888:Wechsler Scales