Administration Modifications on the WISC-R Performance Scale with Different Categories of Deaf Children

Abstract

Two studies are reported that investigated the effects of administration modifications on subtest scaled scores of the WISC-R Performance scale with different groups of severely/profoundly hearing-impaired children. Experiment 1 compared the standardized verbal subtest directions with Total Communication using a public school sample. Total Communication resulted in significantly higher scores. Experiment 2 compared pantomime, visual aids, and Total Communication using a residential school sample with genetic, questionable, and multiply handicapped etiologies. Total Communication was found to result in higher scores on all subtests in the genetic and multiply handicapped groups. Lower Coding scores were found for the multiply handicapped group irrespective of administration mode. Differential subtest administration patterns were found for the questionable group. Implications for the use of Total Communication in assessment procedures with hearing-impaired children, currently employed administration modifications, and the deaf norms of the WISC-R Performance Scale are discussed.

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