title: Long-term stability of individual WISC-R IQS of learning disabled children.
abstract: Stability of IQ for race and gender was examined by analyzing the results of two administrations over 3 years of the WISC-R for 402 learning disabled children. About 50% of the variance in Test 2 was accounted for by scores on Test 1. Frequency of positive or negative difference for each IQ from Test 1 to Test 2 was presented. Direction of change in IQ was negative for the Verbal Scale and positive for changes on the Performance Scale.
authors.affiliation: Arizona State University.
authors.forename: F A
authors.initials: FA
authors.lastname: Haddad
authors.forename: J M
authors.initials: JM
authors.lastname: Juliano
authors.forename: D
authors.initials: D
authors.lastname: Vaughan
mesh_terms: D000293:Adolescent; D001741:Black or African American / Q000523:psychology*; D044383:Black People; D002648:Child; D005260:Female; D006801:Humans; D007206:Individuality; D007360:Intelligence; D007859:Learning Disabilities / Q000175:diagnosis* / Q000523:psychology; D008297:Male; D011594:Psychometrics; D015203:Reproducibility of Results; D012737:Sex Factors; D014888:Wechsler Scales / Q000706:statistics & numerical data*