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Statistical and individual temporal stability of the WISC‐R for cognitively disabled adolescents
Author(s) -
Webster Raymond E.
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(198810)25:4<365::aid-pits2310250403>3.0.co;2-j
Subject(s) - psychology , wechsler intelligence scale for children , developmental psychology , intelligence quotient , test (biology) , confidence interval , learning disabled , learning disability , clinical psychology , cognition , statistics , psychiatry , paleontology , mathematics , biology
This study examines the temporal stability of the WISC‐R for 155 13‐and 14‐year‐old adolescents identified as either EMR or LD who were involved in special education during the preceding three‐year time period. The three major scales of the WISC‐R were found to be more stable over a three‐year period for the LD than for the EMR group, while the subtest scales for the EMR group, showed greater stability over the three‐year interval. Test‐retest coefficients for the EMR group were substantially lower than those presented in the WISC‐R test manual. A large proportion of individuals within both groups showed statistically significant differences on one or more of the IQ score scales between testings based on standard errors of measurement. These findings are examined in relation to individual placement of students, reporting confidence intervals in reports, and calculation of the best unbiased estimate of intellectual functioning.