The Woodcock-Johnson Tests of Cognitive Ability: Concurrent Validity with the WISC-R

1979 ◽  
Vol 2 (2) ◽  
pp. 63-69 ◽  
Author(s):  
Ronald E. Reeve ◽  
Robert J. Hall ◽  
Richard S. Zakreski
Keyword(s):  
Learning Disabilities ◽  
Standard Deviation ◽  
Cognitive Ability ◽  
Concurrent Validity ◽  
Full Scale ◽  
Intelligence Test ◽  
Scale Scores ◽  
Woodcock Johnson

The Woodcock-Johnson Psycho-Educational Battery (WJ) is gaining in use in the assessment of youngsters with suspected learning disabilities. This study reports on the Tests of Cognitive Ability of the battery, which are intended to be the equivalent of an intelligence test. The correlation between full scale scores on the WISC-R and the WJ was found to be .79, suggesting considerable overlap. However, differences in mean full scale scores of approximately one standard deviation were found. Possible explanations and implications for the findings are discussed.

Validity of the Woodcock-Johnson Tests of Cognitive Ability for Gifted Children: A Comparison Study with the WISC-R

1985 ◽  
Vol 9 (1) ◽  
pp. 11-23 ◽  
Author(s):  
Gregg F. Ingram ◽  
Lana J. Hakari
Keyword(s):  
Cognitive Ability ◽  
Concurrent Validity ◽  
Elementary School Children ◽  
Intelligence Test ◽  
Gifted Children ◽  
Comparison Study ◽  
Teacher Judgments ◽  
Intelligence Scale ◽  
Scale Scores ◽  
Woodcock Johnson

In order to determine the concurrent validity of the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) in relation to the Weschler Intelligence Scale for Children-Revised (WISC-R) for elementary school children identified as gifted, and two tests were administered to 33 subjects in a counterbalanced fashion. The subjects were selected based on three factors: (1) parent and/or teacher judgments; (2) parental permission to test; and (3) a standard age score of 120 or above on a group intelligence test. Pearson Product-Moment Corelation Coefficients were calculated between all combinations of WISC-R IQ's paired with WJTCA cluster scores. A significant relationship was found to exist between the two tests’ full scale scores. Most of the WJTCA clusters correlated significantly with the WISC-R Scale IQ which suggests a high verbal loading on the WJTCA.

Concurrent Validity of the Snijders-Oomen Nonverbal Intelligence Test 2 1/2–7–Revised with the Wechsler Preschool and Primary Scale of Intelligence–Revised

1998 ◽  
Vol 82 (2) ◽  
pp. 619-625 ◽  
Author(s):  
Cristal Moore ◽  
Stephen L. O'Keefe ◽  
Del Lawhon ◽  
Peter Tellegen
Keyword(s):  
Socioeconomic Status ◽  
Rural Areas ◽  
Concurrent Validity ◽  
Full Scale ◽  
Intelligence Test ◽  
Nonverbal Intelligence ◽  
Primary Scale ◽  
Middle Socioeconomic Status ◽  
Urban And Rural Areas

This study examined the concurrent validity of the Snijders-Oomen Nonverbal Intelligence Test–Revised compared to the Wechsler Preschool and Primary Scale of Intelligence–Revised. Subjects were 25 4-yr.-olds of lower, lower-middle, and middle socioeconomic status from both urban and rural areas of Appalachia. The SON–R IQs correlated .93 and .87 with the WPPSI–R Performance IQs and Full Scale IQs, respectively. The correlation of .45 with Verbal IQs was not significant.

Concurrent Validity of the Quick Test

1972 ◽  
Vol 30 (1) ◽  
pp. 64-66 ◽  
Author(s):  
R. N. Sawyer ◽  
James R. Whitten
Keyword(s):  
Mental Retardation ◽  
Concurrent Validity ◽  
Full Scale ◽  
Quick Test ◽  
Picture Arrangement ◽  
Scale Scores ◽  
Performance Scale

27 Ss in a diagnostic clinic for mental retardation were administered the QT and the WISC. The intercorrelations between the QT individual and combination forms were extremely high. Significant rs were obtained between the QT and Picture Arrangement, Coding, Performance Scale scores, and Full Scale scores. The magnitude of the rs, the speed and ease of administration, suggests the QT can be used for deriving an IQ and screening patients in mental retardation facilities.

Validating the Kaufman Test of Educational Achievement, Brief Form with Educable Mentally Retarded Students

1989 ◽  
Vol 65 (3_suppl2) ◽  
pp. 1225-1226 ◽  
Author(s):  
Wayne Posey ◽  
Gary L. Sapp ◽  
Samuel T. Gladding
Keyword(s):  
Concurrent Validity ◽  
Educational Achievement ◽  
Mentally Retarded ◽  
Full Scale ◽  
Educational Test ◽  
Educable Mentally Retarded ◽  
Composite Scores ◽  
Positive Support ◽  
Verbal Performance ◽  
Woodcock Johnson

To examine the validity of the Kaufman Test of Educational Achievement Brief Form, standard scores were correlated with Woodcock-Johnson Psycho-Educational Test standard scores and WISC—R Verbal, Performance, and Full Scale IQs. Kaufman scores were strongly related to Woodcock-Johnson scores and moderately related to WISC—R scores. Mean comparisons between composite scores were not significant. These outcomes were congruent with data reported in the Kaufman test manual and offer positive support for the concurrent validity of this test.

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