Factor analysis of the WISC-R and the Adaptive Behavior Scale-School Edition for a referral sample

The purpose of this study was to determine if a common factor structure was evident in the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Adaptive Behavior Scale-School Edition (ABS-SE) for a sample of 171 children referred for evaluation of learning and behavior problems. The WISC-R subtests (excluding Mazes) and the ABS-SE factor domain scores (Personal Self-Sufficiency, Community Self-Sufficiency, Personal-Social Responsibility, Social Adjustment, and Personal Adjustment) were subjected to an exploratory principal-components factor analysis with varimax rotation. ANOVAs were conducted on each of the derived factors to determine race and sex effects. The results indicated no common factor structure in the instruments, the Verbal Comprehension, Perceptual Organization, Independent Functioning, Maladaptive Behavior, and Freedom From Distractibility factors being extracted. The derived factors were very similar to those identified in standardization data and other studies. Perceptual Organization and Social Adjustment showed sex and race effects, respectively, although each model accounted for only about 7% of the variance.     

Joint factor analysis of the K-ABC and WISC-R with normal children

This study investigated the factor structure of the WISC-R and K-ABC for a group of 212 normal children who were tested on both instruments in counterbalanced fashion. Separate factor analyses and a joint analysis consistently produced three factors. The various analyses led to the conclusion that there is a clear-cut correspondence between the WISC-R and K-ABC factors. WISC-R Verbal Comprehension corresponded closely to K-ABC Achievement; WISC-R Perceptual Organization resembled K-ABC Simultaneous Processing; and WISC-R Freedom From Distractibility was similar to K-ABC Sequential Processing. The g factors from both instruments also correlated substantially.     

Factor structure of the WISC-R with Anglos and Mexican-Americans

The present study compared the underlying factor structure of the Wechsler Intelligence Scale for Children-Revised for Anglo and Mexican-American children. Subtests of the WISC-R were administered to 109 Anglo and 123 Mexican-American children ranging from 8 to 15 years of age and were analyzed separately for each group. Three factors emerged for each ethnic classification which corresponded closely to those usually reported for the WISC-R. Coefficients of congruence (.84–.89) between factors given the same name for each ethnic group indicated a high degree of similarity in constructs being measured.     

Predictive validity of the WISC-R with Mexican-American children

The reliability and predictive validity of the WISC-R was investigated with 46 Mexican-American children. Approximately a year and a half after the administration of the WISC-R, scores on the Iowa Tests of Basic Skills (ITBS) were collected. Internal consistency estimates for WISC-R subtests and composites were found to be comparable to those reported in the WISC-R manual. Correlations between WISC-R subtests and those of the ITBS ranged from modest for verbal subtests to mild when performance subtests were used as predictors. The best single predictor proved to be that of Verbal IQ, which accounted for some 40% of the variance in future achievement when measured by the ITBS. It was concluded that the WISC-R meets minimum requirements of reliability and predictive validity with Mexican-American children.     

Stability of WISC-R scores for a sample of learning disabled children

The study was designed to assess the stability of WISC-R profiles of 36 learning disabled children given the WISC-R two times. The mean time between tests was 2.5 yr. The pattern reported for learning disabled children on Bannatyne's categories was evident for the group at both times, however, this pattern was not found for the majority of subjects. Analysis indicated a decrease over time in Verbal IQs, Full Scale IQs, and Bannatyne's Conceptual category, confirming previous findings. Possible reasons for the changes in scores are discussed.     

The WISC-R and the Woodcock-Johnson Tests of Achievement: correlations for exceptional children

The present study concerns correlations of scores on the Woodcock-Johnson Tests of Achievement with those on the Wechsler Intelligence Scale for Children--Revised (WISC--R). Correlations between WISC--R Full Scale, Verbal, and Performance IQ and the Reading Aptitude Cluster, the Mathematics Aptitude Cluster, and the Written Language Aptitude Cluster of the Woodcock-Johnson were expected to be high and support the contention that conventional measures of ability do predict achievement for children. Results confirm the hypothesis. The Verbal IQ was the best one-variable predictor of each aptitude cluster, with R s ranging from .32 to .78.     

Variations in WISC-R patterns of learning disabled children

The WISC-R was administered to 19 learning disabled students at the time of diagnosis and following a period of time in special program placements. Group analyses indicated fluctuations between testing times in the Verbal and Full-Scale IQs and the V-P IQ discrepancies. Small but significant differences in Verbal, Performance and V-P scatter indices were observed at one or both testings in comparison to the normal standardization sample. Although the suggested group pattern for learning disabled children based on the Bannatyne categories was confirmed on both occasions, there was considerable variation for individual subjects.     

WISC-R and K-ABC comparison for matched samples of black and white children

The present study examined the performance of matched pairs of black and white fourth and fifth grade males and females on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Assessment Battery for Children (K-ABC). A total of 86 whites (40 males and 46 females) and 86 blacks (40 males and 46 females) were individually matched on age, gender, school, and socioeconomic status. The scores are as follows: the mean WISC-R Full Scale IQ (FSIQ) for blacks was 92.3 (SD=11.6) and for whites was 101.3 (SD=11.6) and the mean K-ABC Mental Processing Composite score (MPC) for blacks was 91.5 (SD=10.1) and for whites was 97.5 (SD=10.6). These findings suggest that black children will likely earn very similar WISC-R FSIQ and K-ABC MPC mean scores. Additionally, Kaufman and Kaufman's conclusion that use of the K-ABC reduces the difference between black and white levels of intelligence by one half in comparison with values found using the WISC-R was not supported.     

Automated analysis of the WISC-R: A validation study

This study evaluated and automated analysis system for the WISC-R Reports generated by psychological examiners and by a comoputer program were rated by a random sample of National Association of School Psychologists menbers using a rating scale developed for this study. The results indicated significantly higher ratings for the automated analysis on an overall item and on items addressing Verbal-Performance discrepancies, relative weaknesses, and relative lack of irresponsible interpretation. These results support cautious use of the automated reports and validation in current practice.     

Factor analysis of the McCarthy scales for groups of white and Mexican-American children

Factor analyses of the McCarthy Scales of Children's Abilities (McCarthy Scales) were performed on separate groups of Anglo (N = 186) and Mexican-American (N = 126) children to determine the comparability of underlying structures and to examine the construct validity of the McCarthy Scales for each ethnic group. The subjects, ranging in age from 5.6 to 7.6 years, were randomly selected from school enrollment rosters and stratified by age, sex, and ethnicity. A principal component analysis produced three factors for the Anglo as well as the Mexican-American groups. Examination of the coefficients of congruence indicated a close similarity among the matching factors. Additionally, the factors which emerged for the Anglos and Mexican-Americans corresponded to the scales constituting the McCarthy Scales. The results of the study provide evidence for the construct validity of the McCarthy Scales for children of two ethnic groups.     

Short form and factor-analytic studies of the WISC-R with behavior problem children

Two analyses of the WISC-R protocols of 100 children referred for behavioral problems in school were conducted to study (a) the utility of a variety of WISC short forms and (b) the factor structure of the WISC-R. Although the correlations between short form and WISC-R IQs were highly significant, mean differences and a high percentage of IQ classification changes indicated that the short forms were not acceptable WISC-R substitutes. Different factor analyses consistently evidenced two factors, Verbal Comprehension and Perceptual Organization, which corresponded perfectly to the Verbal and Performance.     

An evaluation of a behavioural parenting intervention for parents of gifted children

Parents of gifted children identify a need for tailored parenting support, and gifted children have unique requirements and vulnerabilities. The aim of this study was to assess the efficacy of a tailored behavioural parenting intervention, for enhancing the parenting skills of parents of gifted children and to assess the effect of these changes on the behavioural and emotional adjustment of their gifted child. A randomised controlled trial of tailored Group Triple P – Positive Parenting Program was conducted with 75 parents of children identified as gifted. Results indicated significant intervention effects for the number and frequency of parent reported child behaviour problems, as well as hyperactivity in the intervention group, relative to a waitlist control. Parents also reported significant improvements in their own parenting style, including less permissiveness, harshness, and verbosity when disciplining their child. No intervention effects were evident for teacher reports, except for a trend in relation to hyperactivity. This study demonstrated that a tailored behavioural parenting intervention is effective and acceptable for parents of gifted children, and thus has clinical implications for the delivery of parenting interventions for this population.     

Factor analysis of the responses of British University students to the Fear Survey Schedule (FSS-III)

An 88-item version of the Fear Survey Schedule-III (Wolpe, 1973) was administered to 547 students from Bedford College (University of London) and the scores were factor analysed. Four main factors were identified, relating to fear of social inadequacy, tissue damage, travel and animals. The relative importance of the factors is compared with that found in other studies: fears of social inadequacy and of tissue damage are generally found amongst the major factors, although their relative order may be reversed. The order of the fear ratings of 72 of the items is found to correlate highly with that found in Natal Indians. The scores on some of the items and the total fear scores are higher in females than males and possible explanations of this findings are discussed.     

Long-term predictive validity of the WPPSI and the WISC-R with black school children

The WPPSI was administered to a group of 169 black, culturally deprived (Headstart) children prior to their entry into the first grade. Four years later, 94 of these children were tested with the WISC-R and 12 years later, 40 of the children were tested with the WAIS-R. In addition, the WRAT, ITBS, CAT, and ITED were administered in the first, fifth, eighth and eleventh grades respectively. Complete grade records were also obtained for the children for grades 1 through 11. Correlations for Full Scale IQs on the WPPSI/WISC-R, WPPSI/WAIS-R and WISC-R/WAIS-R were 0.78, 0.73 and 0.78, respectively. Highly significant correlations were obtained between Wechsler IQs and achievement test scores, overall grade point averages and grade point averages in particular subject areas across all grade levels. The results demonstrated a high degree of stability in intellectual functioning over the elementary and secondary school years and offer evidence that strongly supports the long-term validity of the WPPSI and WISC-R.