Bibliografias temáticas / WISC-IV

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Literatura científica selecionada sobre o tema "WISC-IV"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 7 de fevereiro de 2022

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Artigos de revistas sobre o assunto "WISC-IV"

Needelman, Howard, Connie J. Schnoes e Cynthia R. Ellis. "The New WISC-IV". Journal of Developmental & Behavioral Pediatrics 27, n.º 2 (abril de 2006): 127–28. http://dx.doi.org/10.1097/00004703-200604000-00007.

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Launey, Kathryn B., James Carroll e K. Roger Van Horn. "Concurrent Validity of the WISC-IV in Eligibility Decisions for Students with Educable Mental Disabilities". Psychological Reports 100, n.º 3_suppl (junho de 2007): 1165–70. http://dx.doi.org/10.2466/pr0.100.4.1165-1170.

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Concurrent validity of the WISC-III and WISC-IV was conducted using a sample of 35 students classified as educable mentally disabled. Full Scale IQ scores of previously administered WISC-III correlated .91 with WISC-IV Full Scale IQ scores when adjusted for restricted range. Of the previous eligibility decisions, 80% were confirmed by the WISC-IV scores. Implications of the findings and suggestions for research are discussed.

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Canivez, Gary L., e Joseph C. Kush. "WAIS-IV and WISC-IV Structural Validity". Journal of Psychoeducational Assessment 31, n.º 2 (abril de 2013): 157–69. http://dx.doi.org/10.1177/0734282913478036.

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Wilson, Kimberley, e Linda Gilmore. "Assessing Intellectual Functioning in Young Adolescents: How do the WISC-IV and SB5 Compare?" Australian Journal of Guidance and Counselling 22, n.º 1 (junho de 2012): 1–14. http://dx.doi.org/10.1017/jgc.2012.9.

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The Wechsler Intelligence Scale for Children — Fourth Edition (WISC-IV) and the Stanford-Binet — Fifth Edition (SB5) are two of the most commonly used intelligence tests for children and adolescents. No comparative studies of the WISC-IV and SB5 have yet been published. In the current study the WISC-IV and SB5 were administered in counterbalanced order to 30 typically developing 12- to 14-year-old adolescents. There was a significant difference between Full Scale IQs on the two measures, with scores being higher on the WISC-IV. A significant difference was also found between Verbal IQs and there were large score differences for some participants. The article concludes that the WISC-IV and SB5 cannot be presumed to be interchangeable measures of intelligence.

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Hwang, Kyusic e Sang-Woo Oh. "K-WISC-IV 단축형의 타당도". Korean Journal of Clinical Psychology 36, n.º 3 (agosto de 2017): 381–90. http://dx.doi.org/10.15842/kjcp.2017.36.3.008.

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Mayes, Susan Dickerson, e Susan L. Calhoun. "WISC-IV and WISC-III Profiles in Children With ADHD". Journal of Attention Disorders 9, n.º 3 (fevereiro de 2006): 486–93. http://dx.doi.org/10.1177/1087054705283616.

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Lecerf, Thierry, Jérôme Rossier, Nicolas Favez, Isabelle Reverte e Laurence Coleaux. "The Four- vs. Alternative Six-Factor Structure of the French WISC-IV". Swiss Journal of Psychology 69, n.º 4 (janeiro de 2010): 221–32. http://dx.doi.org/10.1024/1421-0185/a000026.

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Exploratory and confirmatory factor analyses reported in the French technical manual of the WISC-IV provides evidence supporting a structure with four indices: Verbal Comprehension (VCI), Perceptual Reasoning (PRI), Working Memory (WMI), and Processing Speed (PSI). Although the WISC-IV is more attuned to contemporary theory, it is still not in total accordance with the dominant theory: the Cattell-Horn-Carroll (CHC) theory of cognitive ability. This study was designed to determine whether the French WISC-IV is better described with the four-factor solution or whether an alternative model based on the CHC theory is more appropriate. The intercorrelations matrix reported in the French technical manual was submitted to confirmatory factor analysis. A comparison of competing models suggests that a model based on the CHC theory fits the data better than the current WISC-IV structure. It appears that the French WISC-IV in fact measures six factors: crystallized intelligence (Gc), fluid intelligence (Gf), short-term memory (Gsm), processing speed (Gs), quantitative knowledge (Gq), and visual processing (Gv). We recommend that clinicians interpret the subtests of the French WISC-IV in relation to this CHC model in addition to the four indices.

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Verani, Saba, e Charles Golden. "A-153 Neuropsychological Effects Assessed Using WISC-IV and WISC-V". Archives of Clinical Neuropsychology 36, n.º 6 (30 de agosto de 2021): 1207. http://dx.doi.org/10.1093/arclin/acab062.171.

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Abstract Objective This review explores The Weschler Intelligence Scale for Children – Fourth Edition (WISC-IV) and the Weschler Intelligence Scale for Children – Fifth Edition (WISC-V) administered to children with various medical histories including traumatic brain injury, vascular conditions, brain tumor, epilepsy, strokes, sickle cell disease, down syndrome, and neurotoxicity on neurodevelopment. This review aims to explore neuropsychological effects of these medical conditions derived from final scores and scale comparisons. Data Selection Peer-reviewed studies between 2000 and 2020 were gathered from EBSCO, Google Scholar, and Science Direct. Criteria was limited to neurological conditions present in children, who were required to be assessed using either WISC-IV or WISC-V. Children with other developmental or learning disabilities were excluded. Data on Weschler Adult Intelligence Scale (WAIS) were excluded along with any other assessment administered to children. Thirteen articles were included based on the criteria along with two articles that discuss the validity of WISC. Data Synthesis The components of the WISC-IV or WISC-V demonstrated low average or below average scores on many scales, especially overall FSIQ. The largest impairments were present in Processing Speed Index, Verbal Comprehension Index, Working Memory Index, Visual Spatial Index, and overall FSIQ. All children assessed with preexisting neurological conditions demonstrated deficits in neuropsychological domains. The severity of the neurological condition significantly impacted scores when compared to children with no conditions. Conclusions The administration of WISC-IV and WISC-V demonstrated neuropsychological and functioning impairments in children with preexisting neurological conditions. The assessment successfully identified deficit areas and earlier testing can encourage earlier treatments.

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Chen, Xiaomeng, Minghui Lu, Wenfeng Bu, Li Wang, Yuru Wang, Yulin Xu e Mingbo Zhong. "Psychometric Properties of WISC-IV Verbal Scales: A Study of Students in China Who Are Blind". Journal of Visual Impairment & Blindness 115, n.º 3 (maio de 2021): 228–41. http://dx.doi.org/10.1177/0145482x211018520.

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Introduction: Numerous studies have investigated the use of Wechsler tests on individuals with visual impairments. However, few studies have examined the utilization of the fourth edition of the Wechsler Intelligence Scale for Children (WISC-IV) for such individuals. This study investigated the reliability and validity of the WISC-IV Verbal Scales’ (i.e., the Verbal Comprehension Index [VCI] and the Working Memory Index [WMI]) scores for children with blindness in China. Methods: One hundred children with blindness were assessed using the Chinese version of the WISC-IV Verbal and Nonverbal Cognitive Development Scales. Results: The results of this study generally support the internal consistency reliability and validity of WISC-IV Verbal Scale scores for Chinese children who are blind. The split-half reliability coefficients ranged from .79 to .97, while Cronbach’s alpha or KR-20 (KR-20 is a measure of internal consistency reliability for measures with dichotomous choices) reliability coefficients ranged from .83 to .97. In terms of construct validity through exploratory factor analysis, the subtests of the WISC-IV Verbal Scale were confirmed to belong to VCI or the WMI as intended by the original structure of the WISC-IV. The convergent validity showed that the VCI and WMI scores were moderately and positively correlated with the Nonverbal Cognitive Development Scale. Discussion: The WISC-IV VCI and WMI were found to be valuable instruments for assessing the cognitive abilities of students in China with blindness. Finally, the limitations and significance of the study were also discussed. Implications for practitioners: The WISC-IV Verbal Scales may be used to assess the cognitive abilities of the numerous students in China who are blind and may be used as one of many tests to provide reference information for educational placement, educational planning, employment, and project evaluation.

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Whitaker, Simon, e Shirley Gordon. "Floor effects on the WISC-IV". International Journal of Developmental Disabilities 58, n.º 2 (julho de 2012): 111–19. http://dx.doi.org/10.1179/2047387711y.0000000012.

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Teses / dissertações sobre o assunto "WISC-IV"

Kopelman, Abigail Rachel Kramer. "Assessing English language learners: when to use the English WISC-IV versus the Spanish WISC-IV". Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2101.

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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.

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Scott, Kimberly A. "Is the GAI a good short form of the WISC-IV?" Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=614.

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Lanza, Allyssa M. "WISC-IV and Intellectual Disability: A Pilot Study on Hidden Floor Effects". Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1412264004.

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Tayrose, Michelle Parker. "The Relationship between WISC-IV Scores and North Carolina State Achievement Test Scores". NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-03122008-104332/.

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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.

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Krouse, Hailey Elizabeth. "The Reliability and Validity of the WISC-IV with Deaf and Hard-of-Hearing Children". NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-04282008-152708/.

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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.

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Meis, Shalena R. "Incremental validity of WISC-IV factor scores in predicting academic achievement on the WIAT-II /". View online, 2009. http://repository.eiu.edu/theses/docs/32211131559271.pdf.

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Zieman, Stephen Francis. "Performance Analysis on the WISC-IV Working Memory and Processing Speed Index Among ADHD subtypes". NSUWorks, 2010. http://nsuworks.nova.edu/cps_stuetd/78.

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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.

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Abbott, Erica N. "Comparative study of the working memory scales of the WISC-IV and SB5 in referred students". Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=816.

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Mullins, James E. "A comparison of performance of students referred for gifted evaluation on the WISC-III and Binet IV". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1172.

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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).

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Van, Tonder Phia. "WISC-IV performance of South African grade 7 English and Xhosa speaking children with advantaged versus disadvantaged education". Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003920.

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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.

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Livros sobre o assunto "WISC-IV"

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

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WISC-IV clinical use and interpretation. Burlington, MA: Academic Press/Elsevier, 2006.

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Sattler, Jerome M. Assessment of children: WISC-IV and WPPSI-III Supplement. San Diego, CA: Jerome M. Sattler, Publisher, Inc., 2004.

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Ron, Dumont, ed. Assessment of children: WISC-IV and WPPSI-III Supplement. San Diego: Jerome M. Sattler, Publisher, 2004.

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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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WISC-IV: Advanced clinical interpretation. Burlington, MA: Elsevier Academic Press, 2006.

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S, Kaufman Alan, e Dawn P. Flanagan. Essentials of WISC-IV Assessment. Wiley & Sons, Incorporated, John, 2008.

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WISC-IV Advanced Clinical Interpretation. Elsevier, 2006. http://dx.doi.org/10.1016/b978-0-12-088763-7.x5000-1.

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S, Kaufman Alan, e Dawn P. Flanagan. Essentials of WISC-IV Assessment. Wiley & Sons, Incorporated, John, 2004.

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ASSESS.OF CHILD.: WISC-V+WPPSI-IV. Jerome M. Sattler, Publisher, 2016.

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Capítulos de livros sobre o assunto "WISC-IV"

Luiselli, James, Francesca Happé, Hillary Hurst, Stephanny Freeman, Gerald Goldstein, Carla Mazefsky, Alice S. Carter et al. "WISC-IV". In Encyclopedia of Autism Spectrum Disorders, 3384–89. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_259.

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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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Rosa, Dinelia. "Wechsler Intelligence Scale for Children-IV (WISC-IV) Spanish". In Encyclopedia of Cross-Cultural School Psychology, 1032–33. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_447.

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Aiken, Lewis R. "Individual Testing of School-Age Children I: SB-IV and WISC-III". In Assessment of Intellectual Functioning, 83–116. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4757-9304-8_4.

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"WISC-IV". In Encyclopedia of Cross-Cultural School Psychology, 1040. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_452.

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"WISC-IV". In Encyclopedia of Child Behavior and Development, 1571. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_6339.

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"WISC-IV". In Encyclopedia of Clinical Neuropsychology, 2719. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_4125.

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Holdnack, James A., e Lawrence G. Weiss. "WISC-IV Integrated". In WISC-IV Advanced Clinical Interpretation, 201–74. Elsevier, 2006. http://dx.doi.org/10.1016/b978-012088763-7/50007-3.

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McCloskey, George, e Art Maerlender. "The WISC-IV Integrated". In WISC-IV Clinical Use and Interpretation, 101–49. Elsevier, 2005. http://dx.doi.org/10.1016/b978-012564931-5/50005-0.

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Weiss, Lawrence G., Maria R. Munoz e Aurelio Prifitera. "Testing Hispanics with WISC-V and WISC-IV Spanish". In WISC-V Assessment and Interpretation, 215–36. Elsevier, 2016. http://dx.doi.org/10.1016/b978-0-12-404697-9.00007-8.

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