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Referred children's cognitive patterns on the WISC-R.

F M Grossman1, G A Galvin

  • 1Barkley Memorial Center, University of Nebraska-Lincoln 68588-0738.

Perceptual and Motor Skills
|June 1, 1989
PubMed
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.

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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.

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