Relationship of the WISC-R factors to the adaptive behavior scale-school edition in a referral sample |
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| Institution: | 1. The State Key Laboratory of Integrated Services Networks, School of Telecommunications Engineering Xidian University, Xi’an, 710071, PR China;2. The State Key Laboratory of Integrated Services Networks, School of Electronics Engineering, Xidian University, Xi’an, 710071, PR China;1. Department of Neuropediatrics, University Medical Centre Schleswig-Holstein, Arnold-Heller-Straße 3, Haus C, 24105 Kiel, Germany;2. Department of Medical Psychology and Medical Sociology, University Medical Centre Schleswig-Holstein, Preußer Straße 1-9, 24105 Kiel, Germany;3. Department of Radiology and Neuroradiology, University Medical Centre Schleswig-Holstein, Arnold-Heller-Straße 3, Haus D, 24105 Kiel, Germany;4. Institut für Diagnostische und Interventionelle Neuroradiologie, Universitätsmedizin Göttingen, Robert-Koch-Str. 40, 37075 Göttingen, Germany;5. Neuropediatrics Section of the Department of Pediatrics, Asklepios Clinic Hamburg Nord-Heidberg, Tangstedter Landstraße 400, 22417 Hamburg, Germany |
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| Abstract: | The Wechsler Intelligence Scale for Children-Revised (WISC-R) factor deviation quotients (DQ) were calculated for Verbal Comprehension (VCDQ), Perceptual Organization (PODQ), and Freedom From Distractibility (FDDQ) factors for 83 referred children aged 7 years, 5 months to 16 years, 2 months who received a psychoeducational evaluation. The DQs were then compared to the factor domain and Comparison scores of the Adaptive Behavior Scale-School Edition (ABS-SE) by separate stepwise regression analyses. The results indicated that the two significant models were Community Self-Sufficiency (F(3, 76)=6.67,p<.001,R2=.208) and the Comparison Score (F(3, 76)=7.30,p<.001, R2=.223). The VCDQ and Verbal IQ scores were essentially equal predictors of adaptive behavior, but the PODQ and Performance IQ scores were not predictive. It is suggested that practitioners using the ABS-SE consider the differential predictive characteristics of the Verbal IQ/VCDQ and Performance IQ/PODQ when making placement decisions and when predicting success in various programs. Verbal comprehension is presented as being a common construct that underlies the WISC-R and ABS-SE. The suggestion that cognitive processes enable persons to acquire skills that make performance of adaptive skills possible also is discussed. |
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