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 ...

objective: the aim of this study was to examine the differences between adhd subtypes in executive function tasks compared to themselves and normal controls. method: in this study, 45 school aged children with attention deficit hyperactivity disorder (adhd) and 30 normal children who were matched based on age and iq score in wechsler intelligence scale for children-revised (wisc-r) were compare...

OBJECTIVE This study aimed to examine the cognitive profiles of children with Attention Deficit and Hyperactivity Disorder (ADHD) with the Wechsler Intelligence Scales for Children-Revised (WISC-R) and the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-IV), the latter of which was recently standardized in Turkey. In addition, the reading abilities and intelligence scores of thes...

The present study examined the concurrent validity and diagnostic efficiency of the Kaufman Brief Intelligence Test (K-BIT). Seventy-five students with learning disability were administered the K-BIT, Wechsler Intelligence Scale for ChildrenThird Edition (WISC-III), and Woodcock-Johnson-Revised Tests of Achievement (WJ-R ACH) as part of their triennial reevaluation. Correlations between the K-B...

This study examined the performance of black and white learning disabled South African children on the Kaufman Assessment Battery for Children (K-ABC) and the Wechsler Intelligence Scales for Children Revised and Third Edition (WISCRAA/ISC-III). The K-ABC and WISC-RAA/ISC-III were administered to 34 white children and 21 black children aged 6 to 11 years (mean 7-9 years) at private remedial sch...

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 factor structure of the Wechsler Intelligence Scale for Children (Revised) (WISC-R) for both regular and special education populations has been well documented. Published.data have also indicated that the factor structure of the WISC-R is similar across ethnic groups. With the development of the new WISC-III, comparable information is not yet well established. In particular, the addition of...

By using three-mode principal components analysis and perfect congruence analysis in conjunction, the factorial structure of the 11 correlation matrices of the Wechsler Intelligence Scale for Children-Revised was analyzed within a single framework. This allows a unified description showing both the strong similarities between the standardization samples and some small differences related to age...

The purpose of the study was to examine the concurrent validity of the Kaufman Assessment Battery for Children (K-ABC) by comparing K-ABC scores and Weschler Intelligence Scale for Children--Revised (WISC-R) scores for 58 school children in primary and intermediate grades. To determine if these scores were related and/or significantly different, t-tests, Pearson r correlations, a canonical corr...