Expanding the Ecological Validity of WAIS-IV and WMS-IV with the Texas Functional Living Scale

Autor/inn/en	Drozdick, Lisa Whipple; Cullum, C. Munro
Titel	Expanding the Ecological Validity of WAIS-IV and WMS-IV with the Texas Functional Living Scale
Quelle	In: Assessment, 18 (2011) 2, S.141-155 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-1911
DOI	10.1177/1073191110382843
Schlagwörter	Intelligence Tests; Measures (Individuals); Short Term Memory; Cognitive Ability; Validity; Daily Living Skills; Scores; Correlation; Wechsler Adult Intelligence Scale; Wechsler Memory Scale + Suchen Sie Ihr Suchwort? Intelligence test; Intelligenztest; Messdaten; Kurzzeitgedächtnis; Denkfähigkeit; Gültigkeit; Alltagsfertigkeit; Korrelation
Abstract	Assessment of functional status is an important aspect of clinical evaluation. As part of the standardization of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) and Wechsler Memory Scale-Fourth Edition (WMS-IV), participants completed the Texas Functional Living Scale (TFLS), a measure of Instrumental Activities of Daily Living. The relationships between TFLS and WAIS-IV and WMS-IV were examined in both normally developing and clinical samples. In general, the highest correlations were between TFLS and measures of general cognitive ability (WAIS-IV FSIQ [Full Scale IQ] and GAI [General Ability Index]) and working memory (WAIS-IV WMI [Working Memory Index] and WMS-IV VWMI [Visual Working Memory Index]). Across the clinical populations, working memory subtests were generally strongly related to TFLS performance, although this relationship was more consistent with WAIS-IV than WMS-IV. Contrast scaled scores are presented for the TFLS based on WAIS-IV or WMS-IV performance. These scores allow the evaluation of functional abilities within the context of cognitive and memory ability, enhancing and expanding the utility of the WAIS-IV and WMS-IV. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10