A Meta-Exploration of WISC-R Factor Score Profiles as a Function of Diagnosis And Intellectual Level.

Autor/inn/en	Short, Robert H.; und weitere
Titel	A Meta-Exploration of WISC-R Factor Score Profiles as a Function of Diagnosis And Intellectual Level.
Quelle	(1986), (74 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cluster Analysis; Diagnostic Tests; Educational Diagnosis; Elementary Education; Intelligence Quotient; Intelligence Tests; Learning Disabilities; Literature Reviews; Meta Analysis; Multivariate Analysis; Profiles; Research Methodology; Test Theory; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Clusteranalyse; Diagnostic test; Diagnostischer Test; Pedagogical diagnostics; Pädagogische Diagnostik; Elementarunterricht; Intelligenzquotient; Intelligence test; Intelligenztest; Learning handicap; Lernbehinderung; Meta-analysis; Metaanalyse; Multivariate Analyse; Charakterisierung; Profilanalyse; Research method; Forschungsmethode; Testtheorie
Abstract	In spite of massive research efforts, no clear conclusions have been reached with regard to whether specific exceptional groups demonstrate Wechsler Intelligence Scale for Children-Revised (WISC-R) profiles that reliably differentiate them from normative or other exceptional groups. This study applied multivariate clustering and profile analysis procedures to the Kaufman-recategorized WISC-R subtest data of 119 samples of normal and exceptional children drawn from the available WISC-R research literature in an attempt to determine whether some limited number of WISC-R patterns adequately describe the performance of these children and the extent to which such performance patterns may be associated with psychoeducational diagnosis or level of intellect. This meta-exploration showed the performance of the 119 samples to be most parsimoniously described by three relatively distinct recategorized WISC-R profiles. Profile similarity appeared to be most strongly related to the mean Full Scale IQ of the samples. Samples failed to cluster as a function of psychoeducational diagnosis. These results suggest that the use of WISC-R profile analysis for the differentiation of various diagnostic groups is not warranted. Twenty-six pages of bibliographical references as well as data tables are appended. (Author/JAZ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC