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Comparison of the WAIS-III and WISC-IV in 16-year-old special education students
- Authors:
- GORDON Shirley, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(2), March 2010, pp.197-200.
- Publisher:
- Wiley
Previous research with earlier versions of the WISC and WAIS has demonstrated that when administered to people who have intellectual disabilities, the WAIS produced higher IQ scores than the WISC. This study, examining whether these differences still exist, compared the Wechsler Adult Intelligence Scale, third edition (WAIS-III) to the Wechsler Intelligence Scale for Children, fourth edition (WISC-IV) via tests on individuals who were 16 years old and receiving special education. The WAIS-III mean full scale IQ was 11.82 points higher than the equivalent WISC-IV score. Considerable differences were also found between the Verbal Comprehension Index, Perceptual Reasoning/Organisation Index and Processing Speed Index on the WAIS-III and WISC-IV, with, in each instance, the WAIS-III scoring higher. The results indicate that the WAIS-III generates higher scores than the WISC-IV in people with intellectual disabilities. The authors conclude that this has implications for definitions of intellectual disability, suggest that psychologists should be cautious when interpreting and reporting IQ scores on the WAIS-III and WISC-IV.
International perspectives on special educational needs
- Editors:
- BROCK Colin, GRIFFIN Rosarii
- Publisher:
- John Catt Educational
- Publication year:
- 2000
- Pagination:
- 329p.
- Place of publication:
- Saxmundham, Suffolk
This book includes discussions from a wide range of countries, with some emphasis on cases from Europe and North America whence the main trends towards provision for learners with special educational needs have emerged. In general, the authors are concerned with policies and patterns rather than the technical discussion of particular forms of disadvantage and detailed pedagogical responses to the challenges they present. The book illustrates, how policies and provision in respect of special educational needs are affected by the globalisation/localisation relationship.