Bibliographic Details
| Title: |
WISC-R PROFILE ANALYSIS IN DIFFERENTIATING LD FROM ED CHILDREN. |
| Authors: |
Vance, Booney, Kitson, Donald L., Singer, Marc G., Brennner, O. C. |
| Source: |
Journal of Clinical Psychology. Jan1983, Vol. 39 Issue 1, p125-132. 8p. |
| Subjects: |
Wechsler Intelligence Scale for Children, Children with learning disabilities, Children with intellectual disabilities, Intelligence levels, Slow learning children, Intelligence testing in children |
| Abstract: |
The article examines the utility of the profile created by using Wechsler Intelligence Scale for Children-Revised (WISC-R) to differentiate learning disabled (LD) from emotionally disturbed (ED) and nonhandicapped children. Bannatyne (1968) suggested that a tripartite recategorization of WISC-R sub-tests possessed greater psychological meaning and diagnostic utility than the more traditional Verbal versus Performance dichotomy. Hamm and Evans (1978) found that the systematic patterns of performance alone did not appear which would distinguish emotionally disturbed children from normal children. Different studies came out with the conclusion that there is hardly any evidence that the scores obtained on the 12 subtests and 3 IQ scores of the WISC-R can differentiate LD children from ED children. In other words, a diagnosis of emotional disturbance or a learning disability cannot be based solely on WISC-R test scores. A careful analysis of each individual child's results on the WISC-R could lead to identification of a major strength or weakness that would be important for those professionals who work with him/her. |
| Database: |
Psychology and Behavioral Sciences Collection |
