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A WISC‐III short form for learning‐disabled students
Author(s) -
Dumont Ron,
Faro Connie
Publication year - 1993
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(199307)30:3<212::aid-pits2310300303>3.0.co;2-v
Subject(s) - psychology , learning disability , wechsler intelligence scale for children , intelligence quotient , quotient , learning disabled , mathematics education , scale (ratio) , developmental psychology , clinical psychology , mathematics , cognition , psychiatry , pure mathematics , physics , quantum mechanics
Data gathered from 664 students referred for special education evaluations were used to create a WISC‐R short form. This short form was then used during the 3‐year reevaluations of 35 learning‐disabled students. Short form deviation quotients were compared to each student's original WISC‐R Full Scale IQ. All short form deviation quotients fell within the students' Full Scale IQ range. Thus no student was misclassified by the use of the short form. With the release of the WISC‐III, a similar method was used to create a WISC‐III short form for use during reevaluations of learning‐disabled children. This article discusses the composition of the WISC‐III short form and suggests guidelines for its appropriate use.