Test Review: An Interview With Amy Gabel: About the WISC-V

2016 ◽  
Vol 34 (8) ◽  
pp. 800-810 ◽  
Author(s):  
Dan Greathouse ◽  
Michael F. Shaughnessy
Keyword(s):  
Achievement Test ◽  
Underlying Structure ◽  
Clinical Use ◽  
Intelligence Scale ◽  
Test Review

Whenever a major intelligence or achievement test is revised, there is always renewed interest in the underlying structure of the test as well as a renewed interest in the scoring, administration, and interpretation changes. In this interview, Amy Gabel discusses the most recent revision of the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V). She addresses issues concerning clinical use, standardization, validity, reliability, and other uses of the test as well as addresses new subtests and their use.

Test Review: Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV)

2006 ◽  
Vol 24 (3) ◽  
pp. 278-295 ◽  
Author(s):  
Alan S. Kaufman ◽  
Dawn P. Flanagan ◽  
Vincent C. Alfonso ◽  
Jennifer T. Mascolo
Keyword(s):  
Fourth Edition ◽  
Intelligence Scale ◽  
Test Review

Achievement Test Correlates of Wechsler Intelligence Scale for Children and Wechsler Intelligence Scale for Children—Revised

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1283-1286 ◽  
Author(s):  
Lawrence C. Hartlage ◽  
Katherine E. Boone
Keyword(s):  
Achievement Test ◽  
Intelligence Scale ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Wide Range Achievement

Children in regular Grades 4 and 5 were given the WISC and WISC-R, in counterbalanced order, along with the Wide Range Achievement Test. Correlations were computed among all major subscales. WISC IQ averaged five points higher than WISC-R. The two scales intercorrelated (.61 to .85) at significant levels. WISC and WISC-R correlations with the Wide Range Achievement Test were similar, with WRAT correlation slightly larger with the WISC than WISC-R.

Review of The Clinical Use and Interpretation of the Wechsler Intelligence Scale for Children.

1996 ◽  
Vol 41 (4) ◽  
pp. 395-395
Author(s):  
Terri Gullickson ◽  
Pamela Ramser
Keyword(s):  
Clinical Use ◽  
Intelligence Scale

A Comparison of the Predictive Validity of the Revised Stanford-Binet Intelligence Scale and the Illinois Test of Psycholinguistic Abilities

1969 ◽  
Vol 35 (7) ◽  
pp. 517-521 ◽  
Author(s):  
Alfred Hirshoren ◽  
Herman M. Adler
Keyword(s):  
Predictive Validity ◽  
School Achievement ◽  
Achievement Test ◽  
Kindergarten Children ◽  
Multiple Correlation ◽  
Intelligence Scale ◽  
Language Deficit ◽  
Remedial Programs ◽  
Primary Form

The Illinois Test of Psycholinguistic Abilities and the 1960 revision of the Stanford-Binet Intelligence Scale were administered to 40 Caucasian kindergarten children. Two years later the children were tested with the California Achievement Test, Lower Primary Form. The results indicate that the Total Language Score of the ITPA is at least as valid a predictor of school achievement as is the Stanford-Binet IQ. Using stepwise multiple correlation with the ITPA subtests increases the predictive validity of the ITPA. The ITPA has the added advantage of noting specific areas of language deficit so that remedial programs for individual children may be developed.

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