Stability of WISC-R scores in children with learning difficulties

✍ Scribed by Edward Bauman

• Publisher: John Wiley and Sons
• Year: 1991
• Tongue: English
• Weight: 427 KB
• Volume: 28
• Category: Article
• ISSN: 0033-3085
• DOI: 10.1002/1520-6807(199104)28:2<95::aid-pits2310280203>3.0.co;2-9

✦ Synopsis

Student records of 130 children with learning difficulties who had been tested twice were examined to determine the stability of WISC-R scores over time. There were significant losses in Verbal 1Q and Full Scale IQ. Subjects in the above-average 1Q range had greater losses in Verbal IQ and Full Scale IQ and greater gains in Performance IQ than did those in the below-average IQ range. Children initially tested before age 8 had a significant IQ loss, but those tested after age 8 maintained a constant IQ. The WISC-R is most frequently administered to children with learning difficulties. Results presented here suggest that the IQs in this population are not as stable as was previously thought, and this may provide a rationale for the periodic readministration of the WISC-R.

One of the major objectives of an intelligence test is to measure cognitive abilities of individuals. -Anastasi (1988) suggested that the major goals of intelligence test construction were (a) to develop a cost-efficient instrument in terms of administration, and (b) to