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Assessment for Effective Intervention
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Factor Analytic Study of the WISC-R for Three Groups of Handicapped Students

Gerald B. Fuller

Gerald B. Fuller is Editor in Chief, Psychology in the Schools

Booney Vance

Booney Vance is Director of International Education and Research, East Tennessee State University, Requests for reprints should be mailed to Booney Vance, Ph.D., East Tennessee State University, Johnson City, TN 37614-0002.

Ronald Eaves

Ronald C. Eaves is Professor of Special Education, Auburn University.

A principle component factor analysis with varimax rotation was performed for 252 subjects on 11 WISC-R variables. Three factors were specified for extraction. The subjects were divided into three diagnostic groups (educable mentally handicapped, slow learners, learning disabled) based on their WISC-R scores and individual placement committee decisions. The factors thus obtained for each diagnostic group corresponded to those found in the standardization group. The three factors were verbal-conceptual, perceptualspatial, and distractibility-short term memory. The findings suggested that the factor paradigm found for the three diagnostic groups can be used confidently to interpret scores from the WISC-R. These findings also indicated that the basic ability dimensions are the same for clinical samples as they are for subjects in the standardization sample.

Assessment for Effective Intervention, Vol. 16, No. 2-3, 145-152 (1991)
DOI: 10.1177/153450849101600309
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