Reliability and predictive validity of the WISC-R with native-American Navajos

The reliability and predictive validity of the WISC-R was examined with a sample of 40 Navajo children. Internal consistency reliability estimates of WISC-R subtests as well as composites were found to be low for the Navajo subjects as compared with the reliability coefficients reported in the WISC-R manual. Correlation coefficients between the WISC-R subtests and those of the Wide Range Achievement Test (WRAT) were low. Only the Block Design subtest correlated significantly with the WRAT-Spelling. The predictive validity of the WISC-R IQ scales was similarly found to be very low. Considering the nature and size of sample, cautions in generalizing these findings to other native-American populations are recommended.     

Reliability of the WAIS-III subtests, indexes, and IQs in individuals with substance abuse disorders

Reliability of the WAIS-III for 100 male patients with substance abuse disorders was determined. Means for age and education were 46.06 were (SD = 8.81 years) and 12.70 years (SD = 1.51 years). There were 63 Caucasians and 37 African Americans. Split-half coefficients for the 11 subtests (Digit Symbol-Coding, Symbol Search, and Object Assembly were omitted) ranged from .92 for Vocabulary and Digit Span to .77 for Picture Arrangement. The median subtest reliability coefficient was .86. Composite reliabilities were excellent for the Indexes (.94 to .95) and IQs (.94 to .97), with all coefficients > or = .94. Using the Fisher z test to compare correlation coefficients from independent samples, none of the reliability estimates differed significantly from those reported for the WAIS-III standardization sample. Similar findings emerged when reliabilities were determined separately for Caucasian and African American participants.     

Concurrent validity of the Wechsler abbreviated scale of intelligence and the Kaufman brief intelligence test among psychiatric inpatients

This study examined the convergent and discriminant validity of the Wechsler Abbreviated Scale of Intelligence and the Kaufman Brief Intelligence Test for 85 psychiatric inpatients. The correlation between the WASI Full Scale and K-BIT Composite IQ scores was significant (r = .89, p < .001). Multitrait-multimethod analysis of the subtest scores showed that the K-BIT had higher internal consistency for its two subtests but, therefore, less differentiation of cognitive functioning than the brief Wechsler scale, as would be expected due to the larger number and diversity of the latter subtests. Correlations among the Wechsler scale subtests were lower than among those for the K-BIT, so the former may tap different cognitive functions and yield more clinically useful information than the latter. This brief Wechsler scale appears to be a valid screening measure of verbal, performance. and general intellectual ability for use with an inpatient psychiatric population when considerations of the setting or patient preclude administration of a longer measure of intellectual ability.     

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.     

Validity of the similarities ratio as a predictor of violent behavior: data from a mentally-retarded sample

It has been proposed that a low WAIS Similarities subtest scaled score, relative to the other subtests, is associated with violent behavior. The validity of this ratio was investigated in a sample of 106 mentally-retarded Ss. The ratio of Similarities to the sum of all the subtest scores was correlated with the Violent and Destructive Behavior domain from the Adaptive Behavior Scale. A very small (r = -0.11) and statistically-nonsignificant coefficient was derived, making this the third failure to replicate or generalize the validity of this index.     

Developing a Basic Mathematics Questionnaire for Grades 4 to 7

In this article, the authors report on the development of a basic mathematics questionnaire for Grades 4 to 7 (the BM(P)). The provisional instrument was completed by 1,103 Afrikaans-, English-and Tswana-speaking learners in Grades 4 to 7 in the North-West Province of South Africa. First-order factor analysis was carried out, item analysis was done, reliability coefficients and discrimination values were calculated, and norm tables were established. Weighted means were used to ensure that the results were proportional to the ratios of the language groups in the province. We (the authors) concluded that standardisation of the BM(P) yielded satisfactory results with regard to the determination of issues such as construct validity, reliability, validity and intercorrelations for Grade 4 to 7 learners in the North-West Province of South Africa.     

The role of verbal and nonverbal memory in the Family Pictures Subtest: Data from children with specific language impairment

This study examined the contribution of verbal and visual memory to performance on the Family Pictures subtest of the Children’s Memory Scale. This subtest purports to assess declarative memory functioning in the visual/nonverbal domain. A total of 115 nine-year-old children participated in this study. Fifty-eight had specific language impairment (SLI), whilst the remaining 57 were typically developing (TD), with no history of language difficulties. Results showed that the children with SLI, who had intact declarative memory for visual but not verbal information, obtained significantly lower scores on the Family Pictures subtest when compared to the TD group. Regression analyses revealed that across the entire sample, individual differences on the Family Pictures subtest was best predicted by a measure of verbal working memory. These results question whether the Family Pictures subtest can be considered a measure of visual memory in pediatric populations. These results have implications for the interpretation of scores on this subtest regarding the nature of the types of neurocognitive difficulties children may exhibit.     

Influence of Demographics on Computerized Cognitive Testing in a Military Sample

Computerized cognitive testing with software programs such as the Automated Neuropsychological Assessment Metrics (ANAM) have long been used to assess cognition in military samples. This study describes demographic influences on computerized testing performance in a large active duty military sample (n = 2366). Performance differences between men and women were minimal on most ANAM subtests, but there was a clear speed/accuracy trade-off, with men favoring speed and women favoring accuracy on the Continuous Performance Test (CPT) subtest. As expected, reaction time increased with age on most subtests, with the exception of Mathematical Processing Test (MTH). Higher education resulted in significant but minimal performance increases on Code Substitution (CDS), Matching to Sample (MSP), and Memory Search (STN) subtests. In contrast, substantial performance differences were seen between education groups on the MTH subtest. These data reveal that it is important to consider demographic factors, particularly age, when using ANAM to draw conclusions about military samples. These results also point to the importance of exploring demographic influences for all reaction time–based computerized assessment batteries.     

The measurement of cognitive vocational maturity

This report describes an instrument that was designed to measure an individual's level of cognitive vocational maturity in six areas: Fields of Work, Job Selection, Work Conditions, Education Required, Attributes Requited, and Duties. Procedures used in developing the item analysis research form and the final form of the instrument are described. Sample items from each subtest are presented. Kuder-Richardson reliability estimates for each of the six area subtests are presented for grades 6–9. Both criterion-related and construct validity data are presented. Pupils whose vocational choices were in agreement with their field of interest and their ability level scored higher on all subtests than pupils whose choices agreed neither with their interests nor with their ability level. Mean scores on all area subtests increase across grades levels, thus providing support for the claim that vocational maturity behaviors are developmental ones.     

Neuropsychological Deficits in Relation to Symptoms of ADHD: Independent Contributions and Interactions

Twelve children with and without Down syndrome (DS) performed eight subtests of an apraxia battery to determine under what conditions children with DS had difficulty performing representational and nonrepresentational gestures. Participants with DS also completed a dichotic listening test. Participants with DS performed just as well as control participants on all aspects of the apraxia battery except a subtest in which they were required to pantomime tool use from verbal instruction. This suggests that children with DS have difficulty generating an action from memory following verbal instruction. Given the sufficient context or visual demonstration, children with DS performed similar to the other participants. As well, there was a great deal of within-group variability for dichotic listening ear advantage. Participants with a greater left ear advantage on the dichotic listening test committed more errors on an imitation test that also included a verbal component than participants with a greater right ear advantage.     

Analysis of the piat with Anglo and Mexican-American children

This study analyzed the utility of the PIAT when administered to separate samples of Anglo and Mexican-American children using the WRAT and WISC-R as comparative measures. Thirty-one Mexican-American and 31 Anglo-American children were matched on the basis of sex, age, SES, educational placement, and reason referred for psychological assessment. All children were administered the PIAT, WRAT, and WISC-R. Partial intercorrelations (CA held constant) among the PIAT subtest raw scores and subtests of the WRAT purporting to measure the same construct were performed. Adequate concurrent validity was found for the PIAT Mathematics, Spelling, and Reading Recognition subtests for both Anglo and Mexican-American children. Analysis of subtest means and concurrent validity between ethnic groups showed general equivalence with the exception of WISC-R Verbal IQ means, which was significantly lower for the Mexican-American group. Implications for assessing Mexican-American children are discussed.     

Validity and reliability of the Test of Early Reading Ability-Second Edition with preschool age children

Criterion validity and test-retest reliability across the two forms of the Test of Early Reading Ability-Second Edition were examined. 18 preschool age children, 4 boys and 14 girls, between the ages of 37 and 59 mo. (M = 48.5, SD = 7.6) were randomly administered Forms A and B as well as the sound-blending, letter-word identification, spelling, and sound-awareness reading subtests from the 2001 Woodcock Johnson-III. Correlations were moderate between the children's performance on the Test of Early Reading Ability-2 Forms A and B and their reading subtest scores from the Woodcock Johnson-III and also between Forms A and B of the Test of Early Reading Ability-2. However, Forms A and B of the Test of Early Reading Ability-2 were not clinically equivalent.     

Rater Agreement on IQ and Achievement Tests: Effect on Evaluations of Learning Disabilities

Protocols from 110 evaluations utilizing the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the Woodcock/Johnson Tests of Achievement-Revised (W/J-R) were scored by two different raters to determine (a) whether subtests with more difficult levels of scoring yield lower interrater correlation coefficients, (b) whether scoring errors on subtests affect broad score estimates, (c) the effect of expertise of rater on scoring errors, and (d) whether scoring errors affect a learning disability determination based on IQ/achievement discrepancy. Scoring errors were found on almost 25% of Comprehension and Vocabulary subtests; however, the effect of these scoring errors was minimal. About 42% of Writing Samples subtests had scoring errors, resulting in a mean change of 1.75 points on the Broad Written Language Cluster subtest. On the WISC-III, but not the W/J-R, there were significantly more errors made by inexperienced testers. Scoring errors resulted in two cases in which learning disability determination would be changed. Overall, the study corroborates previous findings of strong interrater reliability on most subtests of common IQ and achievement tests and indicates that novice scorers are not likely to make scoring mistakes that will significantly impact an IQ/achievement discrepancy-based documentation of learning disability.     

WAIS-III task perception and performance as a function of stopwatch display

Examiner's instructions for the Wechsler Adult Intelligence Scale-Third Edition indicate that stopwatch display is optional. Since verbal instructions do not consistently inform examinees whether a subtest is timed, examinees may rely upon the visual cue of the stopwatch. Furthermore, examinees' understanding of the actual subtest demands may affect their performances. In the present study, 58 volunteers were randomly assigned to two groups, one in which the examiner displayed the stopwatch and one in which the stopwatch was concealed. Participants were administered the first five subtests. Predictions were that (1) participants to whom the stopwatch was displayed would more accurately perceive whether the subtests were timed, and (2) participants who accurately understood the demands of subtests would score higher than those who did not. Results supported the first hypothesis for three subtests out of five, one remaining inconclusive due to a ceiling effect. The second hypothesis was not supported. Both the implications and limitations of the present study are discussed.     

Metamemory and academic achievement: testing the validity of a group-administered metamemory battery

This study was designed to assess the validity of a recently introduced group-administered battery of metamemory tasks for children and to concurrently assess the relationship between performance on these tasks and academic achievement for second- and fourth-grade normal and learning-disabled (LD) children. Consistent with theoretical predictions and with results from individually administered metamemory tasks, significant age-related performance differences were found for four of the battery's five subtests. However, three of these four performance differences appeared to be due to a floor effect--that is, the second graders performed at chance levels for all but one of the subtests. Nevertheless, modest zero-order correlations between academic achievement measures and scores on metamemory subtests, which did show interpretable age-related performance differences, were found, as were significant group (normal versus LD) differences for fourth graders. In all, these results provided some support for the validity and the utility of the group-administered metamemory battery, although the performance of young children must be interpreted with caution.     

Speech perception and motor control in children with Down syndrome.

Twelve children with and without Down syndrome (DS) performed eight subtests of an apraxia battery to determine under what conditions children with DS had difficulty performing representational and nonrepresentational gestures. Participants with DS also completed a dichotic listening test. Participants with DS performed just as well as control participants on all aspects of the apraxia battery except a subtest in which they were required to pantomime tool use from verbal instruction. This suggests that children with DS have difficulty generating an action from memory following verbal instruction. Given the sufficient context or visual demonstration, children with DS performed similar to the other participants. As well, there was a great deal of within-group variability for dichotic listening ear advantage. Participants with a greater left ear advantage on the dichotic listening test committed more errors on an imitation test that also included a verbal component than participants with a greater right ear advantage.     

Verbal Abilities in Low and Highly Proficient Bilinguals

The study investigated native language verbal skills among low and highly proficient bilinguals, using the WISC III verbal subtests. Highly proficient bilinguals showed a superiority for almost all verbal subtests. This finding lends support to Threshold Theory which maintains that bilinguals need to achieve high levels of linguistic proficiency before bilingualism can promote cognitive development. Our study also shows that verbal ability underlying proficiency in the native language can be generalized to a foreign language, revealing a causal connection between native and foreign language learning.     

Ego development and intelligence in a psychiatric population: Wechsler subtest scores

The relationship between Loevinger's measure of ego development and the Wechsler Intelligence Scales subtest scores was investigated in 91 adolescent and young adult psychiatric inpatients. Correlations with Verbal IQ and verbal subtests in general were positive and significant. The correlation with the Comprehension subtest was the highest and remained significant when Full Scale IQ was partialled. Post-conformists obtained the highest mean scores on Picture Arrangement; however, there was no difference among the lower stages on this subtest. The results lend support to a social reasoning component of ego development.     

A Validity and Multiple Regression Study of Performance in the GEPI as a Predictor for Performance on the GED

This study attempts to determine the relationship between the subtests of the General Education Performance Index (GEPI) and the revised version of the General Educational Development Test (GED), and reports a technique whereby performance on the GEPI may be used to predict performance on the GED. Participants were men and women, aged 16 to 62, who were given the GEPI and then the GED. Multiple regression equations were generated to predict GED scores using age and each GEPI score. No significant correlation was found between age and GED scores or between age and GEPI scores, but a highly significant correlation (p > .001) was found between each GEPI subtest score and the subsequent score attained on the GED. Regression equations for each subtest and cross validation that demonstrated high predictive validity for each regression equation are reported.