WISC-R stability and re-evaluation of learning-disabled students.
This study investigated the temporal stability of WISC-R IQ scores for learning-disabled subjects (N = 113). All study subjects were administered the WISC-R for an initial evaluation (M age = 8 years, 3 months) and a follow-up re-evaluation (M age = 11 years, 7 months). Pearson product-moment correlations yielded coefficients that were considerably lower than those previously reported: r = .55, p less than .001 for the Verbal IQs; r = .63, p less than .001 for the Performance IQs; and r = .58, p less than .001 for the Full Scale IQs. Results of t-test analyses indicated that only the Verbal IQ scores were significantly different when the initial evaluation (M = 89.4) was compared to the re-evaluation (M = 85.3), p less than .001. The results suggest that the WISC-R may be less stable for the learning-disabled population than for other groups and that the average 3-year test-retest time lapse was an influential factor in the reduced reliability of this instrument.
Anderson
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Metropolitan State College.
Cronin
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ME
Kazmierski
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S
D002648:Child; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007360:Intelligence; D007859:Learning Disabilities / Q000175:diagnosis* / Q000523:psychology; D008297:Male; D011594:Psychometrics; D011597:Psychomotor Performance; D014825:Vocabulary; D014888:Wechsler Scales