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Validity of the Concept of Dyslexia: Alternative Approaches to Definition and Classification
Published in Kees P. van den Bos, Linda S. Siegel, Dirk J. Bakker, David L. Share, Current Directions in Dyslexia Research, 2020
Jack M. Fletcher, Karla K. Stuebing, Bennett A. Shaywitz, Sally E. Shaywitz, Byron P. Rourke, David J. Francis
windsor studies. We initiated a series of studies addressing the validity of IQ-based discrepancies in reading disability (Fletcher, Espy, Francis, Davidson, Rourke & Shaywitz, 1989; Fletcher, Francis, Rourke, Shaywitz & Shaywitz, 1992; Francis, Espy, Rourke & Fletcher, 1991). Children in these studies were selected from a sample of over 2,500 children referred for evaluation of learning disability in the laboratory of Dr. Byron Rourke. The final sample (N = 1069) represented children in the 9 to 14-year age range. All these children had Full Scale Wechsler Intelligence Scale for Children (WISC) (Wechsler, 1949) IQ scores above 79, an arbitrary but commonly used cut-off to exclude mental deficiency. Children were excluded with sensory, acquired neurological, and other problems traditionally used as exclusionary criteria.
Psychological Testing
Published in Stanley R. Resor, Henn Kutt, The Medical Treatment of Epilepsy, 2020
Gregory P. Lee, David W. Loring
The Wechsler Intelligence Scale for Children-Revised (WISC-R) (1) and the Wechsler Adult Intelligence Scale-Revised (WAIS-R) (2) are the most commonly employed intelligence tests. They are composed of 12 and 11 subtests, respectively. Intelligence is conceptualized as multifactorial, and consequently, the use of a single summary score like IQ is of limited use (3). Factor analytic studies typically find the Wechsler scales are composed of three factors (4): (1) verbal-conceptual factor (e.g., Vocabulary subtest), (2) attentional or ‘freedom from distractibility’ factor (e.g., Digit Span subtest), and (3) perceptual-constructional factor (e.g., Block Design subtest). Because these factors are differentially sensitive to the nature and location of brain disease, examination of each factor will provide more meaningful information than the Full Scale IQ score (5).
Intelligence
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
Wechsler published his new intelligence test, known as the Wechsler Adult Intelligence Scale (WAIS), in 1955. Later on, Wechsler developed two different tests specifically for use with children: The Wechsler Intelligence Scale for Children (WISC) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). The adult version of the test has been revised since its original publication and is now known as the WAIS-IV (Table 17.2).
Moral judgements among neurotypical children, autistic children and adults with intellectual disability
Published in International Journal of Developmental Disabilities, 2023
Irene Garcia-Molina, Paula Rodríguez-Clavell
As explained above, autistic children and adults with ID had their IQ scores in their reports. For NT children, Sattler’s short adaptation (1992) of the WISC-III (Wechsler intelligence scale for children — Wechsler 1991) was administered. Sattler’s short adaptation (Vocabulary and Block Design) was administered to autistic children in the first place to check the comparison of scores (full and short scale). This was possible as all autistic participants had diagnostic reports from a qualified psychologist or neurologist within the previous two years. The WISC-III full scale IQ correlated highly with the short form as found in classic studies (Ryan 1981, Sattler 1992). Given this high correlation between the short form and the full scale WISC-III, Sattler’s short adaptation was administered to the NT group as a reliable estimate of the group’s IQ, with the main objective of ensuring comparable IQ levels in all groups.
Clinical excellence in child and adolescent psychiatry: examples from the published literature
Published in International Journal of Psychiatry in Clinical Practice, 2023
Amanda Y. Sun, Scott M. Wright, Leslie Miller
Tim’s receptive language on Peabody Picture Vocabulary Test, Form L-Revised was at the 2nd percentile, and his expressive language on the Expressive One-Word picture Vocabulary Test was below average. Evaluation also included a Weschler Intelligence Scale for Children-III (WISC-III), at age 8, with a Full Scale IQ (FSIQ) 50, Verbal IQ of 57 and Performance IQ of 50. Treatment included individual psychotherapy with a child psychiatry resident, with supervision from an experienced child psychiatrist and psychotherapist (with opportunity for residents to observe teachers model effective communication), and working with an interdisciplinary team comprised of a special education teacher and speech-language pathologist. The resident collaborated with the speech-language pathologist to intervene more successfully in therapy with Tim over time, interrupting the patient’s monologues and posing clear questions to help the patient label his feelings and develop conversational skills, which included repeating, paraphrasing, identifying affect and modelling affective expression, story-telling and conversational turn-taking. Tim demonstrated improved eye contact over time, his avoidance and withdrawal decreased, and he was more assertive with classmates. With this improvement he was able to return to his local public school placement in a classroom with children with developmental disabilities.
Fine motor skills and attention level of individuals with mild intellectual disability getting education in inclusive classrooms and special education schools
Published in International Journal of Developmental Disabilities, 2023
Wechsler Intelligence Scale for Children-Revised (WISC-R) intelligence test was applied on the children who participated in the study by the experts at the Guidance and Research Centre. According to the intelligence test results, it was determined by the experts that they were in the category of MID. Children’s IQ scores were in the 50–70 range. The official disability report included an explanation of the type and degree of disability. However, there were no detailed results regarding IQ, but parents could request them separately. As a result of the information given by the families who shared their children’s IQ scores, there was no significant difference between groups, t(100) = −1.875, p = .064 (inclusive classroom: M = 62.49, SD = 2.84; special education school: M = 61.43, SD = 2.81).