Short form and factor-analytic studies of the WISC-R with behavior problem children |
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| Authors: | A. J. Finch Jr. Philip C. Kendall Anthony Spirito Alan Entin L. E. Montgomery D. J. Schwartz |
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| Affiliation: | (1) Psychology, Virginia Treatment Center for Children, Box 1-L, 23201 Richmond, Virginia;(2) University of Minnesota, USA;(3) Virginia Commonwealth University, USA;(4) Richmond, Virginia;(5) Middle Peninsula-Northern Neck Mental Health and Mental Retardation Services, USA;(6) Petersburg Public Schools, USA |
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| Abstract: | 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. |
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