Use of the WISC-R and K-ABC with learning disabled, borderline mentally retarded, and normal children

Jack A. Naglieri

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Developmental and Educational Neuropsychology Psychological Testing and Assessment Cognitive Abilities and Testing

Abstract

The aim of this investigation was to examine normal (N = 34), learning disabled (N = 34), and borderline mentally retarded (N = 33) children's performance on the WISC-R and K-ABC. Results revealed no significant differences between the WISC-R Full Scale IQ and K-ABC Mental Processing Composite by group (F = 0.7, p > .15). The Full Scale IQ and Mental Processing Composite standard score correlated .85 for the entire sample, and all other subscale correlations ranged from .65 to .90 (all significant at p < .001). Analysis of Verbal-Performance, Mental Processing-Achievement, and Simultaneous-Sequential discrepancy means by group revealed no significant differences in comparison to normative values. Subtest patterns analysis revealed high rank order correlations between the learning disabled and mentally retarded groups, but lower correlations between the exceptional and normal groups. Implications of these findings are discussed.

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References

1982The Handbook of School Psychology 1979Intelligent testing with the WISC-R 1983Kaufman Assessment Battery for Children 1982Assessment of children's intelligence and special abilities 1983Planning as a Factor in the Assessment of Cognitive Processes

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2003The Universal Nonverbal Intelligence Test 1990Planning, Attention, Simultaneous, and Successive (PASS) Cognitive Processes as a Model for Intelligence 2005Intellectual, Academic, and Behavioral Functioning of Students with High-Incidence Disabilities: A Cross-Categorical Meta-Analysis 1987Comparison of black-white differences on the WISC-R and the K-ABC: Spearman's hypothesis 1987Construct and Criterion-Related Validity of Planning, Simultaneous, and Successive Cognitive Processing Tasks 1989A cognitive Processing Theory for the Measurement of Intelligence 1987Diagnostic utility of the K-ABC and WISC-R/PIAT in determining severe discrepancy 1988Processing Styles of Learning-Disabled Children on the Kaufman Assessment Battery for Children (K-ABC) and their Relationship to Reading and Spelling Performance

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