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Referred children's cognitive patterns on the WISC-R.
1Barkley Memorial Center, University of Nebraska-Lincoln 68588-0738.
Perceptual and Motor Skills
|June 1, 1989
Summary
This study examined Wechsler Intelligence Scale for Children-Revised (WISC-R) subtest groupings in children with suspected learning problems. Cognitive patterns in these children showed similarities to those with learning disabilities and conduct issues.
Area of Science:
- Child Psychology
- Educational Psychology
- Neuropsychology
Background:
- Clinicians use various WISC-R subtest groupings to interpret children's cognitive profiles.
- Previous research proposed theoretical and clinical regroupings for the WISC-R.
Purpose of the Study:
- To examine selected WISC-R subtest groupings in children with suspected classroom learning problems.
- To identify cognitive patterns in referred children and compare them to established groups.
Main Methods:
- Analyzed data from 105 children referred for psychological evaluation.
- Used repeated-measures ANOVA for Bannatyne's regroupings and dependent t tests for Kaufman's regroupings.
Main Results:
- Significant cognitive pattern differences were found among the WISC-R subtest groupings.
- Referred children's cognitive patterns closely resembled those of learning-disabled and conduct-problem children.
Conclusions:
- Specific WISC-R subtest patterns may aid in identifying children with learning and behavioral challenges.
- Further research is suggested to explore the clinical utility of these WISC-R regroupings.