title: Intellectual classification of Black and White children in special education programs using the WISC-III and the Cognitive Assessment System.
abstract: The Wechsler Intelligence Scale for Children--Third Edition and the Cognitive Assessment System were compared for a sample of 78 White and Black students in special education programs for children with mental retardation. Results showed that the WISC-III identified more children as having mental retardation than did the Cognitive Assessment System. More important, however, the WISC-III classified disproportionately more Blacks than Whites as having mental retardation as compared to the Cognitive Assessment System. Results imply that the problem of disproportionate representation of Black children in special education classes for children with mental retardation may be addressed if the Cognitive Assessment System were used instead of the WISC-III.
authors: George Mason University, USA. naglieri.1@osu.edu
authors: J A
authors: JA
authors: Naglieri
authors: J
authors: J
authors: Rojahn
mesh_terms: D000293:Adolescent; D001741:Black or African American / Q000523:psychology*; D002648:Child; D004519:Education, Special; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000145:classification* / Q000175:diagnosis / Q000208:ethnology; D007360:Intelligence / Q000145:classification*; D007361:Intelligence Tests / Q000706:statistics & numerical data; D008297:Male; D011594:Psychometrics; D015203:Reproducibility of Results; D014481:United States; D014888:Wechsler Scales / Q000706:statistics & numerical data; D044465:White People / Q000523:psychology*