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Stability of WISC‐R intelligence scores: Implications for 3‐year reevaluations of learning disabled students
Author(s) -
Oakman Sue,
Wilson Barry
Publication year - 1988
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(198804)25:2<118::aid-pits2310250204>3.0.co;2-t
Subject(s) - psychology , wechsler intelligence scale for children , learning disability , intelligence quotient , test (biology) , learning disabled , sample (material) , clinical psychology , wechsler adult intelligence scale , scale (ratio) , developmental psychology , cognition , psychiatry , paleontology , chemistry , chromatography , biology , physics , quantum mechanics
Student records of 170 learning disabled students from two area agencies were examined to determine the stability of WISC‐R test scores administered as part of the 3‐year reevaluation of students required by Public Law 94–142. The WISC‐R had been readministered to 150 of these students. Stability coefficients were .72, .70, and .74 for the Verbal, Performance, and Full Scale IQ scores. Changes in Full Scale scores were 4 points or less for 52% of the sample. Changes greater than 15 points were noted for 4% of the sample. Results suggest that WISC‐R scores are reasonably stable over a 3‐year interval, and routine readministration of the WISC‐R should not be required or encouraged.