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Long-term stability of individual WISC-R IQS of learning disabled children
F A Haddad1, J M Juliano, D Vaughan
1Arizona State University.
Psychological Reports
|February 1, 1994
Abstract:
Stability of IQ for race and gender was examined by analyzing the results of two administrations over 3 years of the WISC-R for 402 learning disabled children. About 50% of the variance in Test 2 was accounted for by scores on Test 1. Frequency of positive or negative difference for each IQ from Test 1 to Test 2 was presented. Direction of change in IQ was negative for the Verbal Scale and positive for changes on the Performance Scale.