WISC-R incentives and the academic achievement of conduct disordered adolescent females: a validity study.
Selected and randomly assigned 51 institutionalized conduct disordered adolescent females to one of three treatment conditions. Ss' responses to a short form of the WISC-R were followed by examiner praise, neutral feedback, or token reinforcement. A series of Pearson product-moment correlations were calculated between the scaled scores of the three treatment groups and their GPAs. The results revealed that the identified subtests, regardless of treatment condition, were poor predictors of achievement. The correlations were discussed in view of the association between the selected subtests and the curricula of the special education classes, observed variations between the WISC-R treatment scores, and the special characteristics of the Ss.
D000124:Achievement; D000293:Adolescent; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology / Q000628:therapy*; D004519:Education, Special; D005246:Feedback; D005260:Female; D006801:Humans; D009042:Motivation; D011594:Psychometrics; D014040:Token Economy; D014888:Wechsler Scales