AIM The aim of the study was to define the intellectual profile of Polish children suffering from autism. Our study was based on the results of previous research, mostly conducted in English-speaking countries. Although these earlier studies documented the intellectual profile of an autistic child, they also identified some discrepancies. Therefore, we decided to complement the discussion on au...

OBJECTIVE The present study seeks to outline a holistic assessment method that was used in understanding problems experienced by an adolescent boy and in designing and implementing an individualized educational program. METHODS An adolescent child referred for concerns in learning was screened for learning disability using standardized inventories and test batteries. The Connors Parent and Te...

This study examined children from an unselected birth cohort who had Wechsler Intelligence Scale for Children-Revised (WISC-R) verbal and performance IQ discrepancies that placed them beyond the 90th percentile. It was hypothesized that, relative to their cohort peers, these children would be characterized by greater frequency of perinatal difficulties, early childhood neurological abnormalitie...

The structure and composition of sub test profile types most representative of the 2,200 6'12to 16'hyear-old children comprising the normative sample for the Wechsler Intelligence Scale for ChildrenRevised (WISC-R; Wechsler, 1974) were explored. Profiles were sorted according to similar level and shape using multistage cluster analysis with independent replications. A final solution of 7 core p...

The use of cognitive subtest profiles to hypothesize about children's learning strengths and weaknesses implicitly assumes that subtest profiles are predictive of academic performance. To test this assumption, Wechsler Intelligence Scale for Children-Third Edition (WISC-III) subtest profiles were decomposed into elevation, scatter, and shape components and sequentially regressed onto reading an...

The underlying factor structure of the revised edition of the Wechsler Intelligence Scale for Children (WISC-R) was consistently found to be comparable between regular and special education students as well as across Anglo, Black, and Hispanic populations. A commensurate research base across exceptionality and ethnic group has not been established for the recently published third edition of the...

The cumulative percentage frequencies are presented for differences among reliable component analysis (RCA) scores for the verbal comprehension, perceptual organization, freedom from distractibility, and processing speed constructs assessed by the Wechsler Intelligence Scale for Children--Third edition (WISC-III) for the standardization sample and a learning disabled sample. Using RCA scores to...

This study explores the relationship of intelligence and age to scores on the Wisconsin Card Sorting Test, a measure of executive function. A sample of 26 normal children with Wechsler Intelligence Scale for Children-III (WISC-III) Full-Scale IQS above 130 and 24 normal children with WISC-III Full-Scale IQS between 110 and 129 were administered the test. A comparison to published norms revealed...

Because of the Flynn effect, IQ scores rise as a test norm ages but drop on the introduction of a newly revised test norm. The purpose of the current study was to determine the impact of the Flynn effect on learning disability (LD) diagnoses, the most prevalent special education diagnosis in the United States. Using a longitudinal sample of 875 school children who were initially diagnosed with ...