Relevant bibliographies by topics / Wechsler Intelligence Scales for children

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  2. Dissertations / Theses
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Academic literature on the topic 'Wechsler Intelligence Scales for children'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Wechsler Intelligence Scales for children"

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Lewis, Carol D., and Susan Lorentz. "Comparison of the Leiter International Performance Scale and the Wechsler Intelligence Scales." Psychological Reports 74, no. 2 (April 1994): 521–22. http://dx.doi.org/10.2466/pr0.1994.74.2.521.

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Letter International Performance Scale (Leiter) and Wechsler IQs of 30 children were compared. Correlations among IQs were large and similar for the 15 African-American and 11 Latino children. However, Leiter IQs for Latino children were significantly higher than corresponding IQs from Wechsler scales.
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Roberts, Ceri Ann. "Wechsler Intelligence Scales for Children – Fifth Edition (WISC-V)." Educational Psychology in Practice 33, no. 1 (January 2, 2017): 108–9. http://dx.doi.org/10.1080/02667363.2017.1291121.

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Beaujean, Alexander, and Yanyan Sheng. "Assessing the Flynn Effect in the Wechsler Scales." Journal of Individual Differences 35, no. 2 (June 1, 2014): 63–78. http://dx.doi.org/10.1027/1614-0001/a000128.

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The current study examined the Flynn Effect (i.e., the increase in IQ scores over time) across all editions of the Wechsler Adult Intelligence Scale (WAIS), Wechsler Intelligence Scale for Children (WISC), and Wechsler Preschool and Primary Scale of Intelligence (WPPSI). By reverse engineering the correlation and scale score transformations from each Wechsler edition’s technical manual, we made a mean and covariance matrix using the subtests and age groups that were in common for all editions of a given instrument. The results indicated that when aggregated, there was a FE of 0.44 IQ points/year. This Wechsler instrument used, however, moderates the FE, with the WISC showing the largest FE (0.73 IQ points/year) and the WAIS showing a smallest FE (0.30 IQ points/year). Moreover, this study found that the amount of invariant indicators across instruments and age groups varied substantially, ranging from 51.53% in the WISC for the 7-year-old group to 10.00% in the WPPSI for the 5- and 5.5-year-old age groups. Last, we discuss future direction for FE research based on these results.
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Debes, Nanette M. M. M., Theis Lange, Tanja L. Jessen, Helle Hjalgrim, and Liselotte Skov. "Performance on Wechsler intelligence scales in children with Tourette syndrome." European Journal of Paediatric Neurology 15, no. 2 (March 2011): 146–54. http://dx.doi.org/10.1016/j.ejpn.2010.07.007.

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Alekseeva, Olga S., Irina E. Rzhanova, Viktoriya S. Britova, and Yulia A. Burdukova. "ACADEMIC PERFORMANCE AND COGNITIVE ABILITIES IN PRIMARY SCHOOL STUDENTS." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 1 (2021): 51–64. http://dx.doi.org/10.28995/2073-6398-2021-1-51-64.

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The study of the relationship between school performance and cognitive abilities was conducted. Cognitive abilities were assessed by using The Wechsler Intelligence Scale for Children Fifth Edition (WISC–V) and The Kaufman Assessment Battery for Children Second Edition (KABC–II). There are lots of works which show the existence of strong correlations between IQ and school marks. However, various studies demonstrate different results about correlations between academic performance in humanitarian sciences, physics and mathematics and verbal and spatial abilities. It should be considered that Russian researchers use outdated version of The Wechsler Intelligence Scale for Children to diagnose intelligence in most cases. This version contains only three scales: verbal intelligence, nonverbal intelligence and IQ. Considering this fact, evaluation of the impact of particular cognitive characteristics on academic performance become more difficult. The latest versions of The Wechsler Intelligence Scale for Children and The Kaufman Assessment Battery for Children were used in the present study. They contain next scales: verbal comprehension, visual-spatial index, short-term memory, long-term memory, working memory, processing speed, fluid intelligence. School marks in Russian language, mathematics, literature, English language and science were chosen to evaluate academic performance. 55 students of primary school took part in the study. It was found that data given by using the WISC–V had more correlations with school marks than data given by using the KABC–II. Main predictors of academic performance in almost all disciplines were verbal comprehension, processing speed and fluid intelligence.
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Hagmann-von Arx, Priska, Christine Sandra Meyer, and Alexander Grob. "Assessing Intellectual Giftedness with the WISC-IV and the IDS." Zeitschrift für Psychologie / Journal of Psychology 216, no. 3 (January 2008): 172–79. http://dx.doi.org/10.1027/0044-3409.216.3.172.

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The Hamburg Wechsler Intelligenztest für Kinder (HAWIK-IV; the German version of the Wechsler Intelligence Scale for Children-Fourth Edition) and the newly designed Intelligence and Development Scales (IDS) were administered in counterbalanced order to 77 gifted children and 77 nongifted children, aged 6 to 10 years. Samples were matched for age, sex, and socioeconomic status. Results reveal that both the HAWIK-IV and the IDS are able to distinguish between gifted and nongifted children. Moderate correlations between the tests indicate that the measures assess similar, but not identical constructs. Results are discussed as they pertain to the assessment and special needs of gifted children.
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Sabatino, David A., Robert S. Spangler, and H. Booney Vance. "The relationship between the Wechsler Intelligence Scale for Children-Revised and the Wechsler Intelligence Scale for Children-III scales and subtests with gifted children." Psychology in the Schools 32, no. 1 (January 1995): 18–23. http://dx.doi.org/10.1002/1520-6807(199501)32:1<18::aid-pits2310320104>3.0.co;2-q.

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Gunter, Christie M., Gary L. Sapp, and Anthony C. Green. "Comparison of Scores on WISC-III and WISC—R of Urban Learning Disabled Students." Psychological Reports 77, no. 2 (October 1995): 473–74. http://dx.doi.org/10.2466/pr0.1995.77.2.473.

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Wechsler Intelligence Scale for Children-III IQs and Wechsler Intelligence Scale for Children—Revised IQs of 16 preadolescents who were learning disabled, urban students (14 black) receiving special education services were compared. Analyses indicated lower mean WISC-III IQs, correlations of .57, .74, and .72 between scores on Full, Verbal, and Performance Scales, respectively, and significant correlations of .44 to .80 between respective sets of subtests. Exceptions were Information (.34), Similarities (.30), and Picture Arrangement (.15). These results suggest that the WISC-III may compare favorably with the WISC—R, if replicated with a substantial group.
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Carvajal, Howard, Jeff E. Hayes, Holly R. Miller, Deloise A. Wiebe, and Kenneth A. Weaver. "Comparisons of the Vocabulary Scores and IQs on the Wechsler Intelligence Scale for Children—III and the Peabody Picture Vocabulary Test—Revised." Perceptual and Motor Skills 76, no. 1 (February 1993): 28–30. http://dx.doi.org/10.2466/pms.1993.76.1.28.

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The Wechsler Intelligence Scale for Children—III and the Peabody Picture Vocabulary Test—Revised were given to 33 children (15 boys, 18 girls) who were enrolled in Grades 3, 4, and 5. The statistically significant correlations of .75, .76, and .60, respectively, between the Peabody Standard Score Equivalents and the Wechsler Vocabulary subtest scaled scores and the Wechsler Verbal and Full Scale IQs suggest that the Peabody appears to be a satisfactory screening test of intelligence for use with children in these grades.
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Shahim, Sima. "Correlations for Wechsler Intelligence Scale for Children—Revised and the Wechsler Preschool and Primary Scale of Intelligence for Iranian Children." Psychological Reports 70, no. 1 (February 1992): 27–30. http://dx.doi.org/10.2466/pr0.1992.70.1.27.

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This study focused on the relationship between the Wechsler Intelligence Scale for Children—Revised (WISC—R) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) given to 40 6-yr.-old Iranian children. Pearson correlations between the WISC—R and the WPPSI IQs and between scaled scores on the corresponding subtests were significant. The comparison of mean IQs and scaled scores indicates that the WISC—R yielded a significantly higher Verbal IQ and higher scores on Information, Vocabulary, Comprehension, and Picture Completion than the WPPSI. The mean difference between corresponding Verbal and Full Scale IQs was not significant. These results suggest that scores on the two instruments correlated well for these 6-yr.-old Iranian children and the content on which IQs for the recently restandardized WISC—R and WPPSI are based are related.
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Dissertations / Theses on the topic "Wechsler Intelligence Scales for children"

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Meyers, Rebecca S. "Incremental validity and the Wechsler Intelligence Scales." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004meyersr.pdf.

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Taylor, Alyson M. "A comparison of the Wechsler Intelligence Scale for Children third edition and the Wechsler Intelligence Scale for Children fourth edition /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524481.pdf.

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Simione, Peter Arno. "Comparative effects for learning disability assessment using the revised and third edition Wechsler intelligence scales for children : validity issues /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Cummins, Tamara L. "Stability of Wechsler Intelligence Scale for Children-III Scores in children with learning disabilities." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203647.

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The purpose of this study was to investigate the stability of Wechsler Intelligence Scale for Children-III (WISC-III) test scores in children with Learning Disabilities. Previous research has suggested that some children with Learning Disabilities do not demonstrate the same stability of performance, over time, on the Wechsler as many children in the general population.The sample utilized in this study consisted of 214 children who had been identified as having Learning Disabilities. WISC-III data was collected through archival review of education files.Test-retest stability for the WISC-III over a period of approximately three years was assessed using correlational and t-test data. For the total sample, three year test-retest correlations for the Verbal IQ, Performance IQ, and Full Scale IQ were .67, .73, and .74, respectively. However, Verbal IQ, Full Scale IQ, and Verbal Index scores were observed to drop significantly between testings. Mean score differences for the Verbal IQ and Verbal Comprehension scales were slightly over three points. The mean difference for the Full Scale IQ was slightly less than two points.Analysis of individual scores indicated considerable variability, with some students decreasing as much as 30 or increasing as much as 37 IQ points at the time of retesting. Analysis of distribution of score differences suggested that the children with Learning Disabilities in this sample demonstrated more variability in performance, overall, than might be anticipated in the general population.
Department of Educational Psychology
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Spencer, Rebecca Ann. "Wechsler Intelligence Scale for Children-Third Edition Verbal short forms for children with visual impairments." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282247.

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The purpose of the present study was to investigate WISC-III Verbal short forms for school-age children identified as visually impaired. The rationale for use of WISC-III Verbal short forms is to provide a time saving and technically sound measure for the screening and/or periodical re-evaluation of children with visual impairments who may require special education services. The total sample consisted of the WISC-III test scores of 78 children identified with the handicapping condition of either partial sightedness or legal blindness, who had been given the regularly administered Verbal subtests. The mean age level of the total sample was 11 years, 4 months. Three additional groups were obtained from the test records of the original data which included, children identified as either partially sighted or legally blind (n=62) who were given the regularly administered Verbal subtests and supplementary Digit Span subtest (referred to as the Digit Span group), and children identified as partially sighted (n=47), and legally blind (n=31), who were given only the regularly administered Verbal subtests. Ninety-seven percent of the data were obtained from existing test records, and the remaining data from the actual administration of the WISC-III Verbal subtests for the purpose of collecting data for the study. Children identified with the handicapping conditions of multiple disabilities or mental retardation were not included in the sample. For the total sample and additional groups, the mean Verbal IQ score and mean scaled score of the individual subtests fell in the average range. The WISC-III Verbal short form combinations were identified by utilizing the formulas of Tellegen and Briggs (1967) for determining the reliability and validity coefficients of short form combinations. High reliability and validity coefficients were obtained for all two-, three-, and four-subtest combinations of the total sample and additional groups. The study results suggest WISC-III Verbal short forms offer a time efficient and technically sound measure to be utilized in assessment of the verbal intellectual development of school-age children with visual impairments.
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Ewing, Melissa Cox. "The Effects of Cultural Bias: a Comparison of the WISC-R and the WISC-III." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278695/.

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It has been suggested that the use of standardized intelligence tests is biased against minorities. This study investigates the newly revised Wechsler Intelligence Scale for Children-III in which Wechsler states that the new scale has eliminated biased items. Comparisons of the scores on the WISC-R and the WISC-III of a clinical population of sixteen African American and eighteen Caucasian males, ages ten to sixteen, revealed significant differences between the two groups on the WISC-III. The minority scores decreased predictably from the WISC-R to the WISC-III, but the Caucasian scores increased rather than decreasing. The findings of this study do not support the predictions and goals of revision as stated in the manual of the WISC-III.
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Avis, Cheryl Esme. "WISC-R coding incidental recall, digit span and supraspan test performance in children aged 6 and 7." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1007506.

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The primary aim of this study was to develop age-related normative data for the WISC-R Digits Forward, Digits Backward, Digits Difference, Digit Supraspan, and Coding Incidental Recall (Immediate and 30' Delayed) tests for a non-clinical population of South African school children aged 6 and 7. The effects of sex, English versus Xhosa language, and white versus black race groups, were additional investigations. Subjects were randomly selected from three English speaking Grahamstown schools; level of education ranged from pre-school to Sub Standard B; English speaking subjects included predominantly white children, with a small proportion of coloured, Chinese and Indian children; Xhosa speaking children were all black. Interim normative data on all tests across two age groups (6 and 7) are presented, and are considered reliable and diagnostically useful in clinical neuropsychological assessment. There were no significant effects for age, sex, English versus Xhosa language or white versus black race groups, on any of the tests with the exception of Digits Backward which yielded marginally lower scores for black Subjects. Although the mean IQ estimate based on the Draw-A-Person test was equivalent across age, sex, English versus Xhosa language and white versus black race groups, an intelligence rating of subjects by teachers revealed that black subjects were evaluated significantly lower than white subjects. This suggests the presence of prejudicial racial attitudes amongst educators in these predominantly English speaking white schools.
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Kuppers, Reiner. "An investigation of the Wisc-R coding subtest as a measure of learning potential." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25434.

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The purpose of this study was to compare the practice effects of "normal" students on the WISC-R Coding subtest to those of "learning disabled" students, to see if Coding can be used as a measure of "learning potential." In addition, data from the WISC-R Coding subtest were compared to subjects' scores from the four subtests of the British Columbia Quick Individual Educational Test (B.C.Q.U.I.E.T.). The WISC-R Coding subtest was administered to 38 students from two school districts, one urban and one rural; it was readministered approximately 24 hours later. Seventeen of the students were classified as "learning disabled" and came from regional learning centers in each district. Twenty one students selected from elementary schools in the two districts were classified as "normal." Analysis of the data showed that the students could be pooled into two groups, one labeled "normal" and one "learning disabled." Further analysis found significant differences between the pre-and posttest Coding scores for the normal group but not for the learning disabled group. There was also a significant difference between the two groups on both their pre-and posttest Coding scores. Significant correlations were found between all four of the B.C.Q.U.I.E.T. subtest and posttest Coding scores for normal subjects. The learning disabled group's scores correlated significantly with the Coding subtest. For the normal group no significant correlations were found between pre-and posttest Coding scores; however these scores were correlated significantly for the learning disabled group. A multivariate discriminant analysis found the two groups could be clearly separated by using a combination of all four B.C.Q.U.I.E.T. subtests and the pre-and posttest Coding scores. Results indicated that students classified as "normal" showed significantly greater practice effects on the WISC-R Coding subtest than students classified as "learning disabled". Furthermore these two groups could be identified clearly using a discriminant analysis with a combination of all four subtests of the B.C.Q.U.I.E.T. and pre-and posttest Coding scores. It would seem that there is merit in pursuing the use of the WISC-R Coding test-retest scores to screen for learning disabilities, especially in combination with B.C.Q.U.I.E.T. subtest scores. Implications were discussed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Weinberg, Laura Bruder. "The Effects of Depression and Anxiety in Children on the Wechsler Intelligence Scale for Children-Fourth Edition." NSUWorks, 2012. http://nsuworks.nova.edu/cps_stuetd/74.

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Anxiety and depressive disorders are among the most common mental health problems diagnosed in children and adolescents, and numerous theories explaining why children experience these debilitating disorders have been proposed. Established diagnostic criteria that differentiate anxious and depressive symptomatology characterize both groups of disorders as having an adverse effect on the child's academic and social functioning. While research has sought to examine the cognitive effects these disorders have on adults, there is relatively limited research on the cognitive effects in children and adolescents. The available research literature examining effects of anxiety and depression on intelligence test performance is also inconclusive, and there are no studies that characterize the effects of these disorders on the Wechsler Intelligence Scale for Children - Fourth edition. The purpose of the study was to clarify the effects of childhood anxiety and depression on intelligence test scores using the current fourth edition of the Wechsler Intelligence Scale for Children. Participants were selected from an archival database from a neuropsychology clinic and separated into two groups according to clinical diagnosis. No significant differences were found between the children and adolescents diagnosed with clinical disorders and the standardization sample or in idiographic analyses with regard to the WISC-IV Full Scale IQ or the Working Memory Index. The Processing Speed Index was found to be significantly lower than the Verbal Comprehension Index in children diagnosed with major depressive disorder. This finding was not observed in the anxiety disorders group. Examination of component subtest score patterns showed that Coding and Symbol Search were reduced in the depression group. This finding is consistent with previous studies, which suggest that reduced performance on the Processing Speed Index may be attributed to psychomotor retardation in major depressive disorder.
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Huxford, Bonnie L. "Relationships between the California Verbal Learning Test - Children's Version and the Wechsler Intelligence Test for Children - Third Edition." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191107.

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This study looked at the relationship between the 27 indices on the California Verbal Learning Test - Children's Version (CVLT-C) and the 19 scores on the Wechsler Intelligence Test for Children - Third Edition (WISC-III). The sample consisted of 58 children, ages 6-16 from a clinical population. The subgroups with Attention Deficit Hyperactivity Disorder (ADHD), Learning Disabilities (LD), and High Ability (HA) were compared to children with no clinical diagnosis (ND) on WISC-III Full Scale IQ, Verbal IQ, and Performance IQ; on CVLT-C Total Recall Trials 1-5; and on CVLC factors of Attention Span, Learning Efficiency, Free Delayed Recall, Cued Delayed Recall, and Inaccurate Recall. Twelve significant correlations were found between the CVLT-C and WISC-III including Full Scale IQ with Total Recall Trials 1-5, Discriminability, and False Positives; Verbal IQ with False Positives; Vocabulary with Total Recall Trials 1-5; Information with Serial Cluster Ratio; Digit Span with Total Recall Trials 1-5 and Discriminability; Processing Speed with Discriminability and False Positives; and Symbol Search with False Positives, all within the moderate range. In comparing clinical subgroups, children with ADHD did not differ significantly from those without a clinical diagnosis (ND) on any selected measures. Children diagnosed with learning disabilities were significantly lower on Total Recall Trials 1-5, Attention Span, and Cued Delayed Recall. Children with high abilities (HA) were significantly higher on WISC-III Full Scale IQ, Verbal IQ, Performance IQ, CVLT-C Total Recall Trials 1-5, Learning Efficiency, and Free Delayed Recall. This study empirically supported a positive relationship between memory processes and cognitive abilities while also confirming that each are a part of a larger cognitive process.
Department of Educational Psychology
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Books on the topic "Wechsler Intelligence Scales for children"

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Truch, Stephen. The WISC-IV companion: A guide to interpretation and educational intervention. Austin, Tex: PRO-ED, 2005.

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Cooper, Shawn. The clinical use and interpretation of the Wechsler intelligence scale for children-revised. 3rd ed. Springfield, Ill., U.S.A: C.C. Thomas, 1995.

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Wechsler, David. WISC-III: Wechsler Intelligence Scale for Children : manual. 3rd ed. San Antonio: Psychological Corp., 1991.

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Reddy, B. Niranjan. Intelligence scale for Telugu children. Tirupati: Sri Venkateswara University, 1986.

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The WISC-R companion: A desk reference for the Wechsler scales. Seattle: Special Child Publications, 1989.

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Grégoire, Jacques. Evaluer l'intelligence de l'enfant: Échelle de Wechsler pour enfants. Liège: P. Mardaga, 1992.

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1944-, Kaufman Alan S., ed. Essentials of WISC-IV assessment. 2nd ed. Hoboken, N.J: Wiley, 2009.

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Swiercinsky, Dennis. WISC-R tutorial workbook. Austin, TX: PRO-ED, 1989.

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The WISC-III companion: A guide to interpretation and educational intervention. Austin, Tex: PRO-ED, 1993.

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Wechsler, David. WISC-III stimulus booklet: Picture completion, arithmetic, block design. 3rd ed. [San Antonio, Tex.?]: Psychological Corp., 1991.

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Book chapters on the topic "Wechsler Intelligence Scales for children"

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Park, Sydney E., and George J. Demakis. "Wechsler Intelligence Scale for Children." In Encyclopedia of Personality and Individual Differences, 5750–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1035.

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Park, Sydney E., and George J. Demakis. "Wechsler Intelligence Scale for Children." In Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_1035-1.

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Olivier, Traci W., E. Mark Mahone, and Lisa A. Jacobson. "Wechsler Intelligence Scale for Children." In Encyclopedia of Clinical Neuropsychology, 3684–92. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1605.

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Luiselli, James, Francesca Happé, Hillary Hurst, Stephanny Freeman, Gerald Goldstein, Carla Mazefsky, Alice S. Carter, et al. "Wechsler Intelligence Scale for Children." In Encyclopedia of Autism Spectrum Disorders, 3346. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_101554.

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Jacobson, Lisa A., and E. Mark Mahone. "Wechsler Intelligence Scale for Children." In Encyclopedia of Clinical Neuropsychology, 2682–88. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1605.

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Olivier, Traci W., E. Mark Mahone, and Lisa A. Jacobson. "Wechsler Intelligence Scale for Children." In Encyclopedia of Clinical Neuropsychology, 1–8. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1605-2.

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Zhu, Jianjun, Lawrence G. Weiss, Aurelio Prifitera, and Diane Coalson. "The Wechsler Intelligence Scales for Children and Adults." In Comprehensive Handbook of Psychological Assessment, 51–75. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9780471726753.ch4.

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Grizzle, Renee. "Wechsler Intelligence Scale for Children, Fourth Edition." In Encyclopedia of Child Behavior and Development, 1553–55. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3066.

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Feis, Yvette Frumkin. "Wechsler Intelligence Scale for Children-IV (WISC-IV)." In Encyclopedia of Cross-Cultural School Psychology, 1030–32. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_446.

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Woolger, Christi. "Wechsler Intelligence Scale for Children-Third Edition (wisc-iii)." In Understanding Psychological Assessment, 219–33. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1185-4_11.

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Conference papers on the topic "Wechsler Intelligence Scales for children"

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Bu, Xinglan, Renming Qiao, and Dong Han. "Thinking Ability Visualization Model Based on Wechsler Intelligence Scale for Children." In 2014 6th International Conference on Intelligent Human-Machine Systems and Cybernetics (IHMSC). IEEE, 2014. http://dx.doi.org/10.1109/ihmsc.2014.65.

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Karyono, Hari, Ana Rafikayati, and Mudhar Rafikayati. "Feasibility Study of The Wechsler Intelligence Scale For Children (WISC) Intelligence Test Application for Children with Hearing Impairment." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.24.

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Jančiarová, Mária, and Marta Popelková. "WECHSLER INTELLIGENCE SCALE FOR CHILDREN AS A DIAGNOSTIC TOOL FOR SPECIFIC LEARNING DISORDERS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0760.

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AMORIM, JAQUELINE CRISTINA DE, FLÁVIA ALLEGRETTI CAVALETTI, PAULA TEIXEIRA FERNANDES, SIMONE THIEMI KISHIMOTO, ROBERTO MARINI, LILIAN TEREZA LAVRAS COSTALLAT, and SIMONE APPENZELLER. "COMPARISON OF EFFICACY BETWEEN THE PED-ANAM AND ANAM INSTRUMENT AND THE WECHSLER INTELLIGENCE SCALES IN NEUROPSYCHIATRIC LUPUS." In 36º Congresso Brasileiro de Reumatologia. São Paulo: Editora Blucher, 2019. http://dx.doi.org/10.5151/sbr2019-378.

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