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The validity of the WASI predicting ...

Adaki, Keren.

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The validity of the WASI predicting former WISC-IV scores for re-evaluation purposes in a sample of special education students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The validity of the WASI predicting former WISC-IV scores for re-evaluation purposes in a sample of special education students./
Author:	Adaki, Keren.
Description:	70 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-01, Section: B, page: 0703.
Contained By:	Dissertation Abstracts International71-01B.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3391687
ISBN:	9781109566208

The validity of the WASI predicting former WISC-IV scores for re-evaluation purposes in a sample of special education students.
Adaki, Keren.

The validity of the WASI predicting former WISC-IV scores for re-evaluation purposes in a sample of special education students. - 70 p.

Source: Dissertation Abstracts International, Volume: 71-01, Section: B, page: 0703.

Thesis (Psy.D.)--Fairleigh Dickinson University, 2009.

The purpose of the present study was to evaluate the validity of the Wechsler Abbreviated Scale of Intelligence (WASI) in predicting former Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) cognitive indices for special education reevaluation purposes. Utilizing archival data, the cognitive scores of 72 special education participants who had been formally evaluated with the WISC-IV battery as well as the WASI were obtained. The majority of the sample was comprised of Hispanic students who held the educational classification of learning disabled. Commensurate with the requirements of the educational reevaluation, the average test-retest interval between the WISC-IV and WASI was 2 years and 11 months. Data was analyzed using matched (paired comparisons) two-tailed t tests and chi-square analyses. Results from this preliminary study support previous research and indicated that IQ's obtained from different instruments are not perfectly exchangeable. Significant differences were obtained between the FSIQ of the WISC-IV and WASI and the correlation coefficient for the FSIQ was moderate (.71). On average, the WASI relative to the WISC-IV resulted in higher FSIQ's (4.66 points). In addition, the VIQ of the WASI was found to be significantly higher (4.48) than the VCI of the WISC-IV and the correlation between the two was moderate (.71). When the data was analyzed on an individual level, using the 95 th confidence interval, 36% of the sample evidenced a significant numerical change (8 absolute points) between the WISC-IV and WASI FSIQ's. Significant IQ classification changes were also found, with the WASI overestimating the FSIQ 43% of the time. In addition, results revealed that 51% of the sample evidenced classification accuracy between the two instruments, 43% of the sample evidenced a one-classification category change, and 6% evidenced a two-classification category change. Possible rationales for the obtained results, implications for psychologists, limitation of this study, and suggestions for future research were presented.

ISBN: 9781109566208Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The validity of the WASI predicting former WISC-IV scores for re-evaluation purposes in a sample of special education students.
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245 1 4 $a The validity of the WASI predicting former WISC-IV scores for re-evaluation purposes in a sample of special education students.
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500 $a Adviser: Samuel Feinberg.
502 $a Thesis (Psy.D.)--Fairleigh Dickinson University, 2009.
520 $a The purpose of the present study was to evaluate the validity of the Wechsler Abbreviated Scale of Intelligence (WASI) in predicting former Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) cognitive indices for special education reevaluation purposes. Utilizing archival data, the cognitive scores of 72 special education participants who had been formally evaluated with the WISC-IV battery as well as the WASI were obtained. The majority of the sample was comprised of Hispanic students who held the educational classification of learning disabled. Commensurate with the requirements of the educational reevaluation, the average test-retest interval between the WISC-IV and WASI was 2 years and 11 months. Data was analyzed using matched (paired comparisons) two-tailed t tests and chi-square analyses. Results from this preliminary study support previous research and indicated that IQ's obtained from different instruments are not perfectly exchangeable. Significant differences were obtained between the FSIQ of the WISC-IV and WASI and the correlation coefficient for the FSIQ was moderate (.71). On average, the WASI relative to the WISC-IV resulted in higher FSIQ's (4.66 points). In addition, the VIQ of the WASI was found to be significantly higher (4.48) than the VCI of the WISC-IV and the correlation between the two was moderate (.71). When the data was analyzed on an individual level, using the 95 th confidence interval, 36% of the sample evidenced a significant numerical change (8 absolute points) between the WISC-IV and WASI FSIQ's. Significant IQ classification changes were also found, with the WASI overestimating the FSIQ 43% of the time. In addition, results revealed that 51% of the sample evidenced classification accuracy between the two instruments, 43% of the sample evidenced a one-classification category change, and 6% evidenced a two-classification category change. Possible rationales for the obtained results, implications for psychologists, limitation of this study, and suggestions for future research were presented.
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