Dissertations / Theses on the topic 'WISC-IV'

The purpose of this dissertation was to determine the most valid language psychologists can use to assess Spanish-speaking students who are English language learners, depending on the students’ English language proficiency level, Spanish language proficiency level, and demographic information. Participants included 84 2nd to 5th grade Spanish-speaking students who were English language learners. These students were given a demographic survey, a WISC-IV in English, and a WISC-IV in Spanish. The school had English and Spanish language proficiency data. Results found that once a student reaches the Bridging and Reaching levels (and possibly the Expanding level) of English language proficiency on the ACCESS for ELLs assessment, the student is likely to receive a similar score on a WISC-IV in English and Spanish. Students who score in the Proficient and Above Proficient levels on the Las Links assessment score higher on the Spanish WISC-IV than on the English WISC-IV. Additionally, these findings show that English and Spanish proficiency scores are more useful to determine the most valid language in which to assess a student than using demographic variables. This research will help psychologists to decide the most valid language in which to assess students who are ELL by looking at English and Spanish language proficiency levels. There may also be policy implications. Further research should address how the outcome might change with the WISC-V and should look at generalization to other intelligence tests and language proficiency tests.

The historical correlation between intellectual functioning and academic achievement is largely based on individually administered achievement tests. However, the standards-based reform movement and recent special education legislation emphasize group-based achievement tests and allow for the use of state-based tests in eligibility determinations. Importantly, there does not exist research examining the IQ-achievement relationship using standards-based tests; thus, the current study evaluated the correlation between the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) and those tests comprising the North Carolina assessment program (i.e., End-of-Grade (EOG) tests). Five NC school psychologists provided archival information on students (n = 76) and results yielded support for the two hypotheses, which postulated that confidence intervals placed around correlation coefficients between Full Scale IQ (FSIQ) scores and EOG-Reading and âMathematics scores would capture r =.6, which is roughly halfway between the range of historical correlations. Implications regarding the validity of the WISC-IV and its potential use in identifying learning disabilities in which achievement is measured by tests linked to state standards, as well as suggestions for future research are discussed.

The present study examined the reliability and validity of the Wechsler Intelligence Scale for ChildrenâFourth Edition (WISC-IV) for use with Deaf and Hard-of-Hearing (D/HOH) children. The participants, who were psychologists working directly with D/HOH children, entered data on D/HOH children (n= 128) in encrypted Excel spreadsheets sent via email. Results revealed that 8 of the 10 WISC-IV subtests/composites assessed were significantly more reliable (p < .05) compared to the split-half internal consistency reliabilities reported in the WISC-IV Technical and Interpretive Manual (2003) for the normative sample. In addition, the mean Perceptual Reasoning Index (M = 93.21) and Verbal Comprehension Index (M = 80.86) for this sample were significantly lower (p < .001) than the population mean (M = 100). Although the mean Verbal Comprehension Index was not significantly lower than one standard deviation from the mean (M = 85) Interrelationships among the WISC-IV subtests for this sample were assessed through Pearson Product Moment correlations. Of the 44 correlations, 29 were significantly greater than zero (i.e., the 95% confidence interval did not contain zero). Overall, the results support the reliability of the WISC-IV for D/HOH children. However, the evidence for the validity of the WISC-IV with D/HOH children is inconclusive. Further research is needed to investigate the validity of the WISC-IV (e.g., convergence, test-criterion, factor structure) for use with D/HOH children.

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prominent neurobehavioral disorders of childhood that is heavily researched and often revised. Deficits in attention/concentration, impulsivity, inhibition, information processing speed, working memory and executive functioning manifest differently according to subtype diagnosis for both children and adults. As a result, previous attempts to construct a unifying theory of ADHD with neural correlates and quantifiable performance discrepancies have resulted in a proliferation of literature reviews citing both significant and insignificant research findings. The purpose of the current study was to construct a homogenous sample of children diagnosed with ADHD and examine purported subtype differences in working memory and information processing speed using the Wechsler Intelligence Scales for Children - Forth Edition (WISC-IV). Sixty participants were selected from archival data from two clinical sites and separated into three groups according to the current DSM-IV-TR ADHD subtype criteria: ADHD Predominately Inattentive type (ADHD-IN), ADHD Predominately Hyperactive/Impulsive type (ADHD-HY), and ADHD Combined type (ADHD-C). Significant differences within groups were revealed on the Coding subtest and Processing Speed Index (PSI) relative to performance on the Perceptual Reasoning Index (PRI). No significant between groups or interaction effects were revealed. While the goal of the current study was aimed at discovering evidence of greater deficits in processing speed by the ADHD-IN group compared to the other two groups, processing speed was reduced for the entire sample providing more evidence of a possible neurological deficit/basis inherent to ADHD. The results of the current study provided minimal evidence of differences on WISC-IV measures of working memory within the current sample. The current study was successful in correcting previous methodological flaws inherent in the relevant literature by constructing a truly homogenous sample of ADHD and provided strong evidence for the necessity of an accurate diagnosis of ADHD subtypes.

Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains xi, 182 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 139-143).

Research reveals that the level as well as the quality of education plays a role in the determination of an individual's intellectual capacity. Substantial differences in quality of education for black and white individuals were experienced in South Africa due to Apartheid. Compared to the traditionally white Private and Model C schools, Township/ DET schools had limited resources, as well as a separate syllabus and examination system, a situation that has not improved substantially since democratisation in 1994. Research on black South African adults with the WAIS-III has confirmed significant influences on IQ in association with exposure to either such advantaged (Private/Model C) schooling, or disadvantaged (Township/DET) schooling. However to date there has been no published research on the use of the Wechsler intelligence tests on a black South African child population similarly stratified for quality of education. Therefore, for the purposes of this study, the latest Wechsler Intelligence Scale for Children (WISC-IV) was administered to a sample of 36 Grade 7 learners between the ages of 12-13 (mean 13.01 years), stratified for quality of education to form three comparative groups. Data analyses revealed significant differences on the WISC-IV Factor Indices and Full Scale IQ with the English speaking Private/Model C school group performing the best, followed by the Xhosa speaking Private/ Model C school group, and the Xhosa speaking Township/ DET school group performing the worst. This continuum of lowering is understood to occur abreast of a continuum of decreased exposure to relatively advantaged education. These normative indications are considered to have vital implications for the use of the WISC-IV in the South African cross-cultural situation where vastly differential educational opportunities continue to exist.

his study builds on South African cross-cultural research which demonstrated the importance of careful stratification of multicultural/multilingual normative samples for quality of education in respect of English and African language (predominantly Xhosa) speaking adults and children tested with the WAIS-III and WISC-IV, respectively. The aim of the present study was to produce an expanded set of preliminary comparative norms on the WISC-IV for white and coloured Afrikaans, white English and black Xhosa speaking Grade 7 children, aged 12 to 13 years, stratified for advantaged versus disadvantaged education. The results of this study replicate the findings of the prior South African cross-cultural studies in respect of quality of education, as groups with advantaged private/former Model C schooling outperformed those with disadvantaged former DET or HOR township schooling. Furthermore, a downward continuum of WISC-IV IQ test performance emerged as follows: 1) white English advantaged (high average), 2) white Afrikaans advantaged and black Xhosa advantaged (average), 3) coloured Afrikaans advantaged (below average), 4) black Xhosa disadvantaged (borderline), and 5) coloured Afrikaans disadvantaged (extremely low). The present study has demonstrated that while language and ethnic variables reveal subtle effects on IQ test performance, quality of education has the most significant effect – impacting significantly on verbal performance with this effect replicated in respect of the FSIQ. Therefore caution should be exercised in interpreting test results of individuals from different language/ethnic groups, and in particular those with disadvantaged schooling, as preliminary data suggest that these individuals achieve scores which are 20 – 35 points lower than the UK standardisation.

Introduction. A well-recognized problem exists when commonly employed tests developed in the United States (US) or United Kingdom (UK) are accepted unconditionally for use on local relatively disadvantaged populations, as these tests have questionable validity and therefore incur a high risk of misdiagnosis. Cross-cultural normative research has been conducted in South Africa on some of the Wechsler intelligence scales with respect to participants stratified for level and quality of education, age, race and language, including a study on the Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV) for learners with Grade 7 education (age 12 to 23). The aim of the current study was to conduct a partial duplication of the earlier WISC-IV South African norming study that specifically targeted a younger group of educationally disadvantaged children at a lower level of education. Method. Participants were Black Xhosa-speaking Grade 3 learners in the age range 8 to 9 (N =32 ), who were being schooled in the disadvantaged educational setting of the former Department of Education and Training (former-DET) schools. The WISC-IV results of the current study were statistically compared with the WISC-IV results from Shuttleworth-Edwards, Van der Merwe et al. (2013) study. Results. There was a significant lowering of between 20 to 30 IQ points relative to the UK standardisation on WISC-IV scores for this sample of Grade 3 Xhosa-speaking learners, replicating the earlier outcome for Grade 7 Xhosa-speaking learners relative to the UK standardisation. No differences were in evidence within the WISC-IV sample for the female and male participants on any of the indices. There was equivalence between the Grade 3 and Grade 7 Xhosa-speaking learners on all subtest and Index scores with the exception of the Digit Span subtest. Conclusions. The results confirm prior research indications of the negative impact of educational disadvantage on IQ test results and the need for this to be taken into account by the availability of socio- culturally relevant norms.

Förbättring av den perinatala vården har lett till att fler barn födda för tidigt (FT) idag överlever. Tidigare forskning har visat att den prematura populationen utgör en riskgrupp för neurologiska och fysiska nedsättningar samt negativa hälsopåverkan, bland annat genom en ökad risk för skolrelaterade problem och mobbning. Syftet med denna studie var att undersöka hälsa och behov av stöd hos 6-8 åriga barn (n = 130) födda FT med avseende på fysiska och kognitiva begränsningar, skolrelaterade svårigheter och mobbning. Föräldrarapporterade fysiska begränsningar, skolrelaterade svårigheter och förekomst av mobbning undersöktes genom skattningsformulären Nordiska hälso och familjeformuläret och Child Behavior Checklist (CBCL). Kognitiv förmåga bedömdes genom Wechsler Intelligence Scale for Children – Fourth edition (WISC-IV). Resultatet visade att synskada, trög mage, aptitlöshet och användande av glasögon förekom i större utsträckning hos barn födda mycket för tidigt (MFT) än hos barn födda fullgånget (FG). Resultatet visade även en skillnad i kognitiv förmåga, där barn födda MFT erhöll ett lägre resultat än barn födda FG, bägge grupper låg dock inom normalspannet.  Till skillnad från tidigare forskning visade resultatet inte att barn födda FT skiljde sig åt från barn födda FG avseende skolrelaterade svårigheter eller förekomsten av mobbning. Sammantaget pekar resultaten på att en MFT födsel inte behöver innebära avsevärt större besvär gällande hälsa, skolrelaterade svårigheter eller mobbning hos barn i tidig skolålder, trots en något sänkt generell kognitiv nivå. Möjliga anledningar till detta kan vara få deltagande barn födda extremt för tidigt (EFT) och/eller en effektiv neonatalvård i Sverige.
Recent improvements in perinatal care have led to increased survival of children born premature. Previous research has shown that the premature population constitutes a risk group for neurological and physical impairments and adverse health effects, including an increased risk of school-related difficulties and bullying. The purpose of this study was to investigate the health and support needs of 6-8 year old children (n = 130) born premature, in terms of physical and cognitive impairments, school related difficulties and bullying. Parental reported physical impairments, school related difficulties and the occurrence of bullying were investigated by the Nordic health and family questionnaire and Child Behaviour Checklist (CBCL). Cognitive ability was assessed by the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV). The results showed that visual impairment, constipation, loss of appetite and the use of glasses were more frequent in children born very premature than in children born full-term. The results also showed a difference in cognitive ability, where children born very premature received lower results than children born full-term, both groups remained at an average level. In contrast to previous studies, the results did not show a difference between children born premature and children born full-term with regards to school related difficulties or the occurrence of bullying. Overall, the results indicate that a very premature birth need not involve considerably more problems concerning health, school-related difficulties or bullying among children in early school age, despite a slightly lower general cognitive level. Possible reasons for this could be few participating children born extremely premature, and/or an effective neonatal care in Sweden.
The relation between sensory-motor, behaviour functioning and brain development in preterm born children

Plusieurs études ont récemment fait l'hypothèse qu'un déficit de l'apprentissage procédural commun aux troubles neurodéveloppementaux pouvait permettre d'expliquer leur fréquente association (Nicolson et Fawcett, 2007). Tout spécialement, les circuits neuronaux impliqués dans cet apprentissage (les boucles cortico-striatale, CS et cortico-cérébelleuse, CC) pouvaient rendre compte avec pertinence de la comorbidité fréquente entre Dyslexie Développementale (DD) et Trouble de l'Acquisition de la Coordination (TAC) : 40 à 60% des enfants présentent en effet la double association. Les circuits neuronaux qui soutiennent l'apprentissage d'une séquence motrice et en particulier d'une tâche de tapping de doigts (FTT, Finger Tapping Task) sont bien connus et modélisés (Doyon, Bellec, Amsel, Penhune, Monchi, Carrier et al., 2009) et concernent tout particulièrement ces deux boucles CS et CC. Nous avons donc choisi dans cette thèse d'observer les modifications cérébrales lors de l'apprentissage d'une FTT, chez des enfants âgés de 8 à 12 ans présentant une DD, un TAC ou l'association des deux troubles. Dans un premier temps, nous avons effectué une analyse des données issues des tests neurospychologiques de l'ensemble des enfants de l'étude (20 DD, 22 TAC et 23 DysTAC). Nos résultats ne montrent pas de différences entre les trois groupes aux tests attentionnels, comportementaux et psychosociaux. Nous trouvons des différences aux subtests du WISC-IV en rapport avec les capacités visuospatiales et motrices (Cubes, Symboles, Indice de Vitesse de Traitement) où le groupe DD se montre plus performant que le groupe TAC. Aucune différence n'est retrouvée entre le groupe comorbide et les deux autres groupes, suggérant d'une part un profil cognitif partagé et commun aux troubles neurodéveloppementaux et d'autre part le caractère non cumulatif de l'association des deux troubles. Dans un second temps, nous avons analysé les données issues de l'imagerie fonctionnelle par résonnance magnétique (IRMf) des 48 enfants ayant effectués la partie IRM (16 DD, 16 TAC et 16 DysTAC) afin d'explorer les activités cérébrales lors de la réalisation d'une FTT à deux stades de l'apprentissage (début d'apprentissage et stade automatique après quinze jours d'entraînement). Nos résultats indiquent que les trois groupes d'enfants ont été capable d'accéder à l'automatisation de la FTT après un entraînement approprié, mais en utilisant des processus cérébraux compensatoires différents entre les groupes. Nos résultats ne confirment pas les hypothèses et le modèle théorique de Nicolson, postulant des déficits spécialisés des boucles CS ou CC en fonction des troubles. Par contre, nos résultats mettent très nettement en évidence des mécanismes cérébraux spécifiques aux enfants TAC. Ces derniers présentent en effet une suractivation des aires attentionnelles et un recrutement de zones cérébrales plus important lors de performances similaires à celles des autres enfants. En dernier lieu, nos données indiquent que les groupes DD et DysTAC présentent un profil commun, tant dans les résultats neuropsychologiques que dans les résultats d'imagerie, alors que le groupe TAC est clairement singulier dans son fonctionnement
Many studies have pointed out the high frequency of co-morbid associations in neurodevelopmental disorders. However, few of them have given details of cognitive functions in developmental dyslexia (DD) and developmental coordination disorder (DCD) children and still fewer on the association of DD and DCD. The main purpose of this article is to compare the intellectual characteristics of the 3 populations and, in particular, to investigate the cognitive profiles of children with co-occurrence. Recent theories consider that procedural learning may support frequent overlap between neurodevelopemental disorders. In particular, the brain networks involved in this learning (cortico-striatal (CS) and cortico-cerebellar (CC) loops) could account for frequent co-morbidity between DCD and DD (about 40 to 60% of DD and DCD subjects suffer from both disorders). The aim of our study was to investigate cerebral changes due to the motor sequence learning process, especially the finger-tapping task (FTT), from acquisition through automatization, in children with DD, DCD, or DD and DCD. The neural circuitry supporting this action is well-known and well-modelled (Doyon et al., 2009), and includes, among others, CC and CS loops. Functional magnetic resonance imaging (fMRI) in 48 children (8-12 years old) with neurodevelopmental disorders (16 DD, 16 DCD and 16 DD+DCD) explored their brain activity during FTT, performed either after 2 weeks of training or in the early stage of learning. First, we analyzed the results in all participants (22 DCD, 20 DD and 23 DD+DCD) in tests assessing cognitive (WISC-IV), attentional (CPT-II) and behavioural (CBCL) abilities. No difference was found between the 3 groups in attention testing (CPT) and behavioural characteristics (CBCL). Significant between-groups differences were observed in Processing Speed Index (PSI) score and the block design and symbol search subtests. Post hoc group comparisons showed that DD fared better than DCD children. No significant differences were found between the co-morbid vs. pure groups: co-morbid association did not cause an accumulation of disorders. Second, our results indicated that all children with DD, DCD or both disorders performed the tasks with good automaticity, but suggested that different compensatory brain processes allowed them to access this automatization stage. Our fMRI results do not appear to confirm Nicolson's model but tend more towards shared disability in CS and CC loops for both DD and DCD, with slight between-group differences in these areas. Moreover, and in agreement with the results of previous fMRI studies in DCD children, our data disclosed increasing evidence that this group needs to invest more brain areas to achieve similar performances. Lastly, it appears that the co-morbid and DD groups are very close in cognitive profile (especially on WISC-IV) and in neural correlates associated with our paradigm, while the DCD group presents specific, distinct and particular characteristics. Our data therefore indicate a promising direction for future research on the neural mechanisms linked with learning in neurodevelopmental disorders and in understanding co-morbidity

碩士
國立新竹教育大學
特殊教育學系碩士班
99
The major purposes of the study were to investigate the different characteristics of Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV) between students with learning disabilities and normal students. The subjects of “Students with Learning Disabilities” were assessment by legal processing, who came from Taoyuan county, Hsinchu city, Hsinchu county and Miaoli county. The subjects were 404. Frequency distribution, t-test, one-way ANOVA, two-way ANOVA, qui-square and multiple contingency table analysis were used to analyze the valid data in the paper. The major findings of this study were as follows: 1. Whether in FSIQ, VCI, PRI, WMI, PSI or subtests, the performance of students with learning disabilities were lower than the normal student. And the performance of the score, the normal student's scores were more equal than the students with learning disabilities. Students with learning disabilities in 2.72% of the sample in line with "ACVS(AR, CD, VC, SS) "; as "part of the ACVS group type" was a 7.18% of the samples comply. 2. In the WISC-IV FSIQ and index scores, regardless of gender, the lowest index scores were PSI, and the score gap of males was higher than females. In FSIQ or index scores, in addition to PRI, was higher in females than males. In PSI was significantly higher in females than males. 3. Different School grades in subtests and processing scores were partial similarity. The elementary middle grade in subtests and index scores were the best. In processing scores, the elementary 1&2 grades was lower. In addition to the VCI-PRI, elementary 3&4 grades and elementary 5&6 grades of difference were above 50%. 4. Students with learning disabilities, the "gender x school grades" of the reciprocal effect only in the CAS. Females in different school grades were different significantly in VCI-PRI and PRI-WMI, and males were in PRI-PSI. The elementary middle grade in gender was different significantly in VCI-PRI, and the junior high school was in PRI-WMI. In this study, in accordance with the above conclusions, suggestions for future studies, researchers for the future related to students with learning disabilities have a better understanding.

abstract: The Wechsler Intelligence Scale for Children – ; Fourth Edition (WISC – IV) is one of the most popular intelligence tests used for special education eligibility purposes in the United States. Despite the large prevalence of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD), the factor structure of the WISC – IV among this population has not been explored. Thus, the factor structure of WISC – IV scores among students with ADHD was investigated via replicatory factor analysis followed by a comparison with the factorial structure of the normative sample using the coefficient of congruence. The four factor model proposed by Wechsler was consistent with the factor structure found in the sample of students with ADHD for all subtests except Picture Concepts and Matrix Reasoning. The Verbal Comprehension and Processing Speed factors appeared to measure the same construct in the study sample as in the normative sample, while the Perceptual Reasoning and Working Memory factors were only fairly similar to the normative sample. It is recommended that clinicians interpret Perceptual Reasoning and Working Memory index scores of students with ADHD cautiously. Limitations of the study, future directions for research, and implications for practitioners are discussed.
Dissertation/Thesis
M.A. Educational Psychology 2011

This study compares the role of cognitive processes in children diagnosed with learning disabilities (LD) through the traditional aptitude-achievement discrepancy model with students diagnosed on the basis of their low achievement alone. Historically, in North American settings, LD has been diagnosed when an individual’s achievement on standardized tests in reading, mathematics, or written expression is substantially lower than the expected level for age, schooling, and level of intelligence (American Psychiatric Association, 2000). As this conceptualization has come under increasing scrutiny, alternate identification methods such as the low achievement/non-discrepant method have been gaining support in the literature (e.g. Siegel, 1999; Stanovich, 2005). A secondary objective of this study is to determine whether identifiable differences exist between the cognitive profiles (WISC-IV) of students diagnosed with reading disability (RD) and mathematics disability (MD). This study also addresses whether the WISC-IV Working Memory Index can be used to differentiate between various categories of students with LD. The findings of this study indicate that the discrepant (DLD) and non-discrepant (NDLD) learning disability (LD) groups could not be distinguished by the WISC-IV Working Memory Index (WMI). Amongst the overall sample of students with LD, those with average or above working memory scores (high) could be differentiated from those with below average working memory scores (low) on the WISC-IV Perceptual Reasoning Index (PRI). Students with LD who had low WMI scores could also be differentiated from those with high WMI scores on four WIAT-II subtests. WMI scores could not be used to differentiate students with Reading Disability (RD), Mathematics Disability (MD) or Generalized Learning Disability (GLD). However, differences between these three LD groups were found on the WISC-IV Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), and marginally on the Processing Speed Index (PSI). Finally, the four WISC-IV Index scores were able to correctly predict group membership in the RD, MD, and GLD groups approximately 70% of the time.
Psychological Studies in Education

abstract: The Culture-Language Interpretive Matrix (C-LIM) is a new tool hypothesized to help practitioners accurately determine whether students who are administered an IQ test are culturally and linguistically different from the normative comparison group (i.e., different) or culturally and linguistically similar to the normative comparison group and possibly have Specific Learning Disabilities (SLD) or other neurocognitive disabilities (i.e., disordered). Diagnostic utility statistics were used to test the ability of the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-IV) C-LIM to accurately identify students from a referred sample of English language learners (Ells) (n = 86) for whom Spanish was the primary language spoken at home and a sample of students from the WISC-IV normative sample (n = 2,033) as either culturally and linguistically different from the WISC-IV normative sample or culturally and linguistically similar to the WISC-IV normative sample. WISC-IV scores from three paired comparison groups were analyzed using the Receiver Operating Characteristic (ROC) curve: (a) Ells with SLD and the WISC-IV normative sample, (b) Ells without SLD and the WISC-IV normative sample, and (c) Ells with SLD and Ells without SLD. Results of the ROC yielded Area Under the Curve (AUC) values that ranged between 0.51 and 0.53 for the comparison between Ells with SLD and the WISC-IV normative sample, AUC values that ranged between 0.48 and 0.53 for the comparison between Ells without SLD and the WISC-IV normative sample, and AUC values that ranged between 0.49 and 0.55 for the comparison between Ells with SLD and Ells without SLD. These values indicate that the C-LIM has low diagnostic accuracy in terms of differentiating between a sample of Ells and the WISC-IV normative sample. Current available evidence does not support use of the C-LIM in applied practice at this time.
Dissertation/Thesis
Ph.D. Educational Psychology 2012

abstract: The Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) General Abilities Index (GAI) and Cognitive Proficiency Index (CPI) have been advanced as possible diagnostic markers of Attention-Deficit Hyperactivity Disorder (ADHD). Diagnostic utility statistics were used to test the ability of GAI-CPI difference scores to identify children with ADHD. Participants included an ADHD sample (n = 78), a referred but non-diagnosed hospital sample (n = 66), and a simulated sample with virtually identical psychometric characteristics as the WISC-IV 2,200 child standardization sample. Receiver Operating Characteristic (ROC) analyses were computed to determine the utility of GAI-CPI difference scores to identify children with ADHD. The GAI-CPI discrepancy method had an AUC of .64, 95% CI [0.58, 0.71] for the ADHD sample compared to the simulated normative sample and an AUC of .46, 95% CI [0.37, 0.56] for the ADHD sample compared to the referred but non-diagnosed hospital sample. These AUC scores indicate that the GAI-CPI discrepancy method has low accuracy.
Dissertation/Thesis
M.A. Educational Psychology 2010

This research report attempts to identify the relationship between subtests of the Wechsler Intelligence Scale for Children (WISC-IV) and reading, using the Neale Analysis of Reading – Revised (NEALE-R). The subtests of the WISC-IV used for this study are Vocabulary, Similarities, Comprehension, Word Reasoning and Digit Span. These subtests have similar properties to the skills needed for reading. The study included a sample of 33 Grade 2 boys and girls attending an English-medium, private school in Gauteng. Parametric and non parametric tests were run on the sample due to the small size of the sample. Results showed statistically significant relationships between variables like the Word Reasoning, subtest and the Similarities subtests. Analyses were also run separately on the gender groups to determine any correlations between specific gender and reading ability. Significant correlations were found between the Similarities subtest of the WISC-IV and the Accuracy subtest of the Neale-R; and Word Reasoning on the WISCIV and Comprehension on the Neale-R. However overall on gender analysis showed a decrease in difference on performance levels between boys and girls.

abstract: The Native American population is severely underrepresented in empirical test validity research despite being overrepresented in special education programs and at an increased risk for special educational evaluation. This study is the first to investigate the structural validity of the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) with a Native American sample. The structural validity of the WISC-IV was investigated using the core subtest scores of 176, six-to-sixteen-year-old Native American children referred for a psychoeducational evaluation. The exploratory factor analysis procedures reported in the WISC-IV technical manual were replicated with the current sample. Congruence coefficients were used to measure the similarity between the derived factor structure and the normative factor structure. The Schmid-Leiman orthogonalization procedure was used to study the role of the higher-order general ability factor. Results support the structural validity of the first-order and higher-order factors of the WISC-IV within this sample. The normative first-order factor structure was replicated in this sample, and the Schmid-Leiman procedure identified a higher-order general ability factor that accounted for the greatest amount of common variance (70%) and total variance (37%). The results support the structural validity of the WISC-IV within a referred Native American sample. The outcome also suggests that interpretation of the WISC-IV scores should focus on the global ability factor.
Dissertation/Thesis
Ph.D. Educational Psychology 2011

abstract: Standardized intelligence tests are some of the most widely used tests by psychologists. Of these, clinicians most frequently use the Wechsler scales of intelligence. The most recent version of this test for children is the Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV); given the multiple test revisions that have occurred with the WISC, it is essential to address evidence regarding the structural validity of the test; specifically, that the internal structure of the test corresponds with the structure of the theoretical construct being measured. The current study is the first to investigate the factor structure of the WISC-IV across time for the same individuals. Factorial invariance of the WISC-IV was investigated using a group of 352 students eligible for psychoeducational evaluations tested, on average, 2.8 years apart. One research question was addressed: Does the structure of the WISC-IV remain invariant for the same individuals across time? Using structural equation modeling methods for a four-factor oblique model of the WISC-IV, this study found invariance at the configural and weak levels and partial invariance at the strong and strict levels. This indicated that the overall factor structure remained the same at test and retest with equal precision of the factor loadings at both time points. Three subtest intercepts (BD, CD, and SI) were not equivalent across test and retest; additionally, four subtest error variances (BD, CD, SI, and SS) were not equivalent across test and retest. These results indicate that the WISC-IV measures the same constructs equally well across time, and differences in an individual's cognitive profile can be safely interpreted as reflecting change in the underlying construct across time rather than variations in the test itself. This allows clinicians to be more confident in interpretation of changes in the overall cognitive profile of individual's across time. However, this study's results did not indicate that an individual's test scores should be compared across time. Overall, it was concluded that there is partial measurement invariance of the WISC-IV across time, with invariance of all factor loadings, invariance of all but three intercepts, and invariance of all but four item error variances.
Dissertation/Thesis
Ph.D. Educational Psychology 2012

碩士
中原大學
心理學研究所
101
Objective: Although there are distinct sets of diagnostic criteria for ADHD and HFA, children of both groups share difficulties in learning and social interaction. Clinically, it is not uncommon that attention problems of some children with HFA manifest first and therefore the diagnosis of ADHD precedes. The diagnosis of HFA then follows after further evaluation and/or treatment were done. Some researchers have found differences between ADHD and HFA children on their attention performance. However,they also share similarities on index scores in IQ tests. The objective of this study is to investigate the differences among the WISC-IV scores of children with ADHD, HFA and comorbidity group. The results of this study may contribute to early dif-ferential diagnosis and intervention. Method: The FSIQ, 4 index and 10 subtest scores of 120 children aged 6-8 who were diagnosed as ADHD, HFA or comorbidity (n=40 in each group) were retrieved through chart review. ANOVA and post hoc analysis were performed to investigate group differences of the FSIQ, each index scores and subtest score. For the scores that showed significant differences, Discriminant analysis was further performed to see if any of them can successfully differentiate groups. Results: ANOVA found significant group differences on Perceptual Reasoning Index (PRI), block design subtest and comprehension subtest scores. Post hoc analysis found that the HFA group scored higher than the other two groups in PRI and in block design subtest. Both ADHD and dual diagnoses groups scored higher than the HFA group in comprehension subtest. Discriminant analysis showed that superior block design and inferior comprehension scores together could successfully detect 67.5% of HFA group while superior comprehension and block design scores together could correctly detect 72.5% of ADHD group. No single or combined scores could tease out the comorbidity group. Conclusion: This study found preliminary evidence that the scores on block design and comprehension subtests of WISC IV could help to differentiate ADHD and HFA children .Suggestion for future studies include recruiting typical children as control group to confirm the specificity on cognitive performance of ADHD and HFA children. The age range of participants should also extend to 12 years to explore the stability of this score pattern.

碩士
國立新竹教育大學
特殊教育學系碩士班
99
The major purposes of the study were to investigate the different characteristics of Wechsler Intelligence Scale for Children-Fourth Edition(WISC-IV), academic achievements and learning behavior between students with Verbal learning disabilities(VLD) and Nonverbal learning disabilities(NLD). The subjects were elementary and junior high school students who came from Tao-Yuan county, Hsin-Chu city, Hsin-Chu county, and Miao-Li county that had been considered as learning disabilities(LD) by official processing and in keeping with the definitions of the study in year 2009 to 2011. Frequency distributions, t-test, qui-square and two-way ANOVA were used to analyze the data in the paper. The major findings of this study are as follows： 1.LD students earned the highest scores in Letter-Number Sequencing subtest and the lowest scores in Arithmetic subtest within the verbal subtests. Besides, LD students earned the highest scores in Picture Completion subtest and the lowest scores in Coding subtest within the performance subtests. In the LD students, 0.22% were in keeping with “ACVS” pattern, and 3.78% were in keeping with “Partial ACVS” pattern. LD’s FSIQ was significantly lower than general students about one standard deviation in statistics. When comparing to general students, VCI, WMI, PRI, and PSI were lower and close to one standard deviation, and PSI was the lowest scores of the four Composites. In the LD students, 49.1% were manifested the characteristic of DSB＞DSF. 2.The scores of the VLD students in the subtests (including Block Design, Picture Concepts, Matrix Reasoning, Letter-Number Sequencing, Coding and Symbol Search) was significantly higher than NLD students in statistics. The scores of the NLD students in the subtests (including Similarities, Vocabulary, Comprehension and Information) was significantly higher than VLD students in statistics. 0.32% were in keeping with “ACVS” pattern, and 4.11% were in keeping with “Partial ACVS” pattern for students with VLD. 2.98% were in keeping with “Partial ACVS” pattern for students with NLD. FSIQ of the VLD students and NLD students were both significantly lower than general students about one standard deviation in statistics. Besides, FSIQ of the VLD students and NLD students had no discrepancy to each other. The scores of the VLD students in the Composites (including PRI, WMI and PSI) was significantly higher than NLD students in statistics. The scores of the NLD students in VCI was significantly higher than VLD students in statistics. PRI was significantly higher than VCI in statistics for students with VLD. VCI was significantly higher than PRI in statistics for students with NLD. 53.02% manifested the characteristic of DSB＞DSF for students with VLD, and 49.61% manifested the characteristic of DSF＞DSB for students with NLD. 3.Both VLD students and NLD students manifested the result that the rate of gender was 2：1. The fact that female LD students are outnumbered by male LD students makes no difference with VLD or NLD. 4.Students with VLD performed better in performance subtests than in verbal subtests in spite of their gender. Students with NLD performed better in verbal subtests than in performance subtests makes no difference in considering with their gender, too. Male VLD students performed significantly higher than female VLD students in statistics in most of performance subtests. Both of the VLD and NLD students, male performed significantly higher than female in statistics in Picture Completion subtest. However, NLD students were less influenced by the factor of gender than VLD students. 5.Both VLD students and NLD students at Elementary and junior high school level conformed to the result that students with VLD performed better in performance subtests than in verbal subtests and students with NLD performed better in verbal subtests than in performance subtests. Part of the verbal ability of VLD students doesn’t improve along with the age. However, no matter in verbal, performance subtest, FSIQ, PRI or WMI NLD students made great progress along with the age. 6.Concerning with the background of the LD students, subtests, composites and process scores were not influenced by the reciprocal effect of gender and LD’s group. 7.Concerning with the background of the LD students, the scores of the NLD students in VCI, Vocabulary, Comprehension and Information was significantly higher than VLD students in statistics in spite of educational levels. The scores of the VLD students in Picture Completion, Letter-Number Sequencing, Arithmetic, FSIQ and WMI was significantly higher than NLD students in statistics in the elementary school level. 8.The passing rate of the VLD students in academic achievement tests (including word recognition and reading comprehension) was significantly less than NLD students in statistics. Concerning with the factors of gender and educational levels at the same time, the passing rate of the female VLD students was significantly higher than male VLD students in statistics in the test of word recognition in the elementary school level. No matter the male or female of VLD students, the passing rate of elementary school students was significantly higher than that of junior high school students in statistics. But there was no discrepancy between NLD students. 9.VLD and NLD students had no discrepancy between the six subtests in the Learning Characteristics Checklist. Concerning with the factors of gender and educational levels at the same time, the rate of female VLD students that came up to the frequency was significantly higher than male in statistics in the four subtests(including comprehension and expression, motor coordination, emotional performance, and full scale) in the elementary and junior high school levels. The rate of female NLD students that came up to the frequency was significantly higher than male in statistics in the five subtests(including attention and memory, comprehension and expression, motor coordination, emotional performance, and full scale) in the elementary school level. The results of this study provide suggestions for educational and future studies that help the special education teachers and researchers to understand VLD and NLD students more.

Objective. This thesis examines the extent to which an intelligence test, the Reynolds Intellectual Assessment Scales (RIAS), aligned with the Carroll-Horn-Cattell theory of intelligence in children ages 4-18 who are either typically-developing or who have a variety of clinical impairments. Other aspects of the RIAS’s construct validity were also evaluated, including its relationship with the Wechsler Intelligence Scales for Children – Fourth Edition (WISC-IV) and whether the RIAS measures intelligence in the same way in typically-developing children as in children with traumatic brain injury (TBI). Methods. Confirmatory factor analysis was used to evaluate the fit of one-factor (g) and two-factor (Verbal Ability and Non-Verbal ability) models in each sample. Configural and measurement invariance of each model were evaluated across the typically-developing group and a group of children with TBI. Correlations between scores on the RIAS and WISC-IV were examined in a group of children with clinical disorders. Results. The two-factor model fit the data of both groups while the one-factor model provided good fit to only the typically-developing group`s data. Both models showed configural invariance across groups, measurement invariance of the two-factor model, and partial measurement invariance of the one-factor model (What`s Missing subtest unconstrained), but scalar invariance was not established for either model. RIAS’s verbal subtests and indexes correlated with theoretically consistent WISC-IV indexes but the RIAS’s nonverbal subtests and indexes did not correlate highly with WISC-IV performance subtests. All RIAS index scores were higher than WISC-IV index scores. Conclusions. Evidence for the interpretability of the NIX and VIX as separate indexes was not found. The VIX is a valid index of crystallized abilities but the NIX does not adequately measure fluid intelligence. The CIX appears to provide a valid measure of g, but may be overly reliant on verbal abilities. The RIAS has significant validity issues that should limit its use in making important decisions.
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