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WISC-III accommodations: the need for practitioner guidelines

E S Hishinuma1

  • 1ASSETS School, Honolulu, HI 96818.

Journal of Learning Disabilities
|March 1, 1995
PubMed
Summary
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Practitioners need clear guidelines for test accommodations to ensure fairness for students with disabilities. Developing these guidelines requires integrating legal standards, ethical practices, and research for accurate intelligence assessments.

Area of Science:

  • Educational Psychology
  • Psychometrics
  • Disability Studies

Background:

  • Federal legislation and professional standards mandate reasonable test accommodations to prevent discrimination.
  • A counterargument exists regarding potential score invalidity and unfair advantages from non-standard test administration.
  • Specific guidance is lacking for the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) concerning test selection, administration modifications, and result interpretation.

Purpose of the Study:

  • To highlight the need for comprehensive guidelines on test accommodations for the WISC-III.
  • To address the conflict between providing equitable access and maintaining psychometric integrity.
  • To identify key areas where practitioners require support in administering and interpreting WISC-III for diverse learners.

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Main Methods:

  • Literature review synthesizing federal legislation, professional standards, and psychometric theory.
  • Analysis of existing research on test accommodations and their impact on intelligence testing.
  • Identification of practical challenges faced by practitioners using the WISC-III with individuals with disabilities.

Main Results:

  • Current practices for test accommodations on the WISC-III are inconsistent due to a lack of clear guidelines.
  • Deviations from standard administration raise concerns about score validity and fairness.
  • Practitioners report uncertainty in selecting appropriate tests, modifying procedures, and interpreting results for students requiring accommodations.

Conclusions:

  • There is a critical need for evidence-based guidelines to support practitioners in providing appropriate test accommodations.
  • Guidelines should integrate legal requirements, ethical considerations, psychometric principles, and empirical findings.
  • Developing these guidelines will enhance the validity and fairness of WISC-III assessments for children with disabilities.