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Factor analysis of WISC‐R scores for children identified as learning disabled, educable mentally impaired, and emotionally impaired
Author(s) -
Schooler Douglas L.,
Beebe Michael C.,
Koepke Thomas
Publication year - 1978
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 - 10.1002/1520-6807(197810)15:4<478::aid-pits2310150404>3.0.co;2-8
Subject(s) - psychology , learning disability , wechsler intelligence scale for children , developmental psychology , mentally retarded , intelligence quotient , special education , clinical psychology , test (biology) , learning disabled , cognition , psychiatry , mathematics education , paleontology , biology
The WISC‐R scores for groups of children identified by school personnel as needing special education services were factor analyzed according to type of classification. WISC‐R factor loadings were obtained for the scores of children labeled Learning Disabled, Educable Mentally Impaired, and Emotionally Impaired, as well as groups labeled Other and None. Overall, results show the WISC‐R to be factorially similar for all groups, with two principal factors emerging which correspond to the Verbal‐Performance structure of the test. Significance tests among mean scale scores and IQ scores yielded few meaningful differences across groups.