Search

A study involving 98 children (6 to 13 years old) in ten learning disabilities (LD) classes investigated the hypothesized pattern of recategorized WISC-R (Wechsler Intelligence Scale for Children-Revised) subtest scores into spatial, conceptual, and sequential areas. (SBH)

The article investigates the performance on the WISC-R of 98 learning disabled children and youth, who ranged in age from 6-3 to 13-6 to determine whether there were any significant subtest scale score differences psychology staff at a teaching hospital. Results indicated that males obtained higher scores on the six verbal subtests. Females scored significantly higher on coding than did their counterparts. In addition, the Verbal vs. Performance IQ dichotomy did not appear as useful evidence in the diagnosis of learning disabilities.

The article examines the utility of the profile created by using Wechsler Intelligence Scale for Children-Revised (WISC-R) to differentiate learning disabled (LD) from emotionally disturbed (ED) and nonhandicapped children. Bannatyne (1968) suggested that a tripartite recategorization of WISC-R sub-tests possessed greater psychological meaning and diagnostic utility than the more traditional Verbal versus Performance dichotomy. Hamm and Evans (1978) found that the systematic patterns of performance alone did not appear which would distinguish emotionally disturbed children from normal children. Different studies came out with the conclusion that there is hardly any evidence that the scores obtained on the 12 subtests and 3 IQ scores of the WISC-R can differentiate LD children from ED children. In other words, a diagnosis of emotional disturbance or a learning disability cannot be based solely on WISC-R test scores. A careful analysis of each individual child's results on the WISC-R could lead to identification of a major strength or weakness that would be important for those professionals who work with him/her.