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30‐second interval performance on the coding subtest of the WISC‐III: Further evidence of WISC folklore?
Author(s) -
Dumont Ron,
Farr Laurie P.,
Willis John O.,
Whelley Peter
Publication year - 1998
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(199804)35:2<111::aid-pits2>3.0.co;2-s
Subject(s) - psychology , wechsler intelligence scale for children , coding (social sciences) , intelligence quotient , developmental psychology , clinical psychology , statistics , cognition , mathematics , psychiatry
Data gathered from 351 students administered the WISC‐III were used to analyze the 30‐s‐interval performance on the WISC‐III Coding subtest. Interpretation methods that focus on the relevance and meaning for such interval differences were examined. Because of the lack of “base‐rate” data, the suitability of interpreting the Coding subtest intervals is questioned. Results, based both on IQ and special education classification, revealed no significant difference in performance. Cautions regarding the diagnostic use of the 30‐s Coding intervals are discussed. © 1998 John Wiley & Sons, Inc.