Practical Implications of Differences Betzveen the American and Canadian Norms for WISC-III and a Short Form for Children with Learning Disabilities
| Autor: | A. Lynne Beal, Ron Dumont, Carole L. Cruse, Anne-Elizabeth H. Branche |
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| Rok vydání: | 1996 |
| Předmět: |
media_common.quotation_subject
education 05 social sciences 050301 education Contrast (statistics) behavioral disciplines and activities humanities Confidence interval Developmental psychology Perception Learning disability Developmental and Educational Psychology Verbal iq medicine 0501 psychology and cognitive sciences Verbal comprehension medicine.symptom Psychology 0503 education Practical implications 050104 developmental & child psychology Wechsler Intelligence Scale for Children media_common |
| Zdroj: | Canadian Journal of School Psychology. 12:7-14 |
| ISSN: | 2154-3984 0829-5735 |
| DOI: | 10.1177/082957359601200103 |
| Popis: | The WISC-III protocols of 66 Canadian children with learning disabilities were scored using both the American and the Canadian norms to make comparisons of the resulting profiles. The Canadian WISC-III scores were compared with both the Canadian study of WISC-III and the American WISC-III scores for these children. The Canadian WISC-III scores were found to be lower than the American WISC-III scores in Verbal IQ, Full Scale IQ, Verbal Comprehension, Perceptual Organization, and Freedom from Distractibility. Lower scores resulted in changes in Full Scale IQ classifications, but use of the confidence interval around the Full Scale IQ avoids misclassifications of children. Fewer children had a scatter of 10 points or more when scored using the Canadian in contrast to the American norms. The Dumont/Faro short form for WISC-III was validated using Canadian normed scores. These results will assist prartitioners and researchers in the interpretation of scores using the Canadian norms. Practitioners are urged to use the Canadian norms when assessing the intellectual capabilities of canadian children. |
| Databáze: | OpenAIRE |
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