This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Slate, J. R. Articles by Jones, C. H. Search for Related Content Social Bookmarking                         What's this?

Relationship of the WISC-III and WISC-R for Students with Specific Learning Disabilities and Mental Retardation

John R. Slate, Arkansas State University

Craig H. Jones

Craig H. Jones, Arkansas State University

The relationship between WISC-R IQs and WISC-III IQs was examined in two samples of students with disabilities. One sample (n = 64) consisted of students with specific learning disabilities (SLD); the other sample (n = 55) consisted of students with mental retardation (MR). All students were enrolled in special education classes and were undergoing routine three-year reevaluations. With the exception of the correlation of Performance IQs for students with MR, which was nearly identical to the correlation reported in the WISC-III manual, the correlations between the WISC-R and WISC-III IQs were lower than those reported in the WISC-III manual. In addition, Verbal, Performance, and Full Scale IQs on the WISC-III were significantly lower than the previously obtained scores on the WISC-R for both students with SLD and those with MR. These differences were generally consistent with the differences reported in the WISC-III manual.

Assessment for Effective Intervention, Vol. 21, No. 1, 9 (1995)
DOI: 10.1177/153450849502100103


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?