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Examination of the Validity of the WISC-III with Urban Exceptional Students

1997; SAGE Publishing; Volume: 81; Issue: 3_suppl Linguagem: Inglês

10.2466/pr0.1997.81.3f.1163

1558-691X

Gary L. Sapp, Gypsy Abbott, Roxanne Hinckley, Andy Rowell,

Gender and Technology in Education

To investigate the criterion validity of the WISC-III, WISC-R and WISC-III IQs of 96 urban special education students who underwent a 3-yr. reevaluation were compared. The study examined (a) differences between WISC-R and WISC-III IQs and scale scores, (b) relationships among respective WISC-R and WISC-III IQs and scale scores, and (c) WISC-III IQ differences across three exceptionalities: Learning Disabled, Mentally Retarded, and Behavioral Disorders. A related question was to assess whether WISC-III Full Scale IQs differed by race. As expected, all WISC-III IQs and subtest scores were lower than the corresponding WISC-R IQs. Correlations computed among the three scales, respectively, indicated substantial conceptual overlap (Full Scale IQ = .88, Verbal IQ = .82, Performance IQ=.81). Analysis indicated a significant difference in WISC-III Full Scale IQs with respect to race. Comparisons by exceptionality and race indicated that African American students in the Learning Disabled and Behaviorally Disordered groups obtained significantly higher WISC-III Full Scale IQs than did Euro-American students. No significant difference was obtained on scores for Mentally Retarded groups.