External validation of the cognitive triad of the Personality Inventory for Children: Cautions on interpretation.

This research assessed the validity of the Personality Inventory for Children (PIC) using the Wechsler Intelligence Scale for Children—Revised (WISC—R) and the Wide Range Achievement Test (WRAT) as criterion instruments. The cognitive triad of the PIC was minimally correlated with all IQ measures, which does not support the use of the PIC for predicting intellectual ability. In general, significant correlations for the Reading and Spelling scales, but not for the Arithmetic scale, were found between the WRAT and the PIC cognitive triad. Differential validity for the Intellectual Screening and Achievement scales of the PIC was not substantiated, nor was a previously found relation between the WISC—R Freedom From Distractibility factor and the PIC Somatic Concern scale. The validity of the PIC for academic or intellectual screening is questionable. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Diagnostic validity of the Luria-Nebraska Neuropsychological Battery—Children's Revision.

Compared the diagnostic validity of the Luria-Nebraska Neuropsychological Battery—Children's Revision (LNNB—C) and the Wechsler Intelligence Scale for Children—Revised (WISC—R) for 96 8–12 yr olds in 1 of 3 diagnostic groups: neurological, psychiatric, and normal controls. Interrater reliability was demonstrated. Separate stepwise discriminant analyses using 6 variables (subtest scores) selected by each test correctly classified 81% (LNNB—C) and 85% (WISC—R) of the psychiatric and neurological groups. No clear incremental validity for the use of the LNNB—C over the WISC—R was demonstrated. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationships between Wechsler Scales and Quick Test IQs among disability applicants.

Relationships, including age, race, sex, and IQ level, between the Wechsler intelligence scales for children and adults (WISC, WISC—R, WAIS, WAIS—R) and the Quick Test (QT) were studied among 280 applicants for disability benefits in a private practice setting. Results were as follows: (a) The QT was more strongly related to the WAIS/WAIS—R than to the WISC—R; (2) although correlations between QT and the WAIS were higher for Blacks than for Whites, this bias disappeared with the WAIS—R; (3) the QT correlated slightly more highly for female subjects with the WAIS—R than for male subjects; and (d) all correlations between the QT and the WAIS—R were consistently higher than correlations between the QT and the WAIS. We conclude that the QT underestimates the WISC—R IQs by an average of 5 IQ points but provides a good approximation of WAIS—R IQs both for Blacks and Whites and for male and female subjects. This study also demonstrates that psychologists in private practice settings can use the product of their day-to-day work to investigate important questions that require empirical answers, which, in turn, can influence clinical practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Luria-Nebraska Neuropsychological Battery—Children's Revision: Concurrent validity with three learning disability subtypes.

Concurrent validity of the Luria-Nebraska Psychological Battery—Children's Revision (LNNB—C) was studied in 82 learning disabled children who were divided into three groups according to Verbal and Performance IQ differences on the Wechsler Intelligence Scale for Children—Revised (WISC—R). The three groups, comparable in age and on WISC—R Full-Scale IQ scores, were designated auditory-linguistic (Verbal IQ?     

Relative usefulness of elevation, variability, and shape information from WISC—R, K-ABC, and Fourth Edition Stanford-Binet profiles in predicting achievement.

Scatter analysis of IQ profiles has a long and controversial history. The study was conducted to determine whether the validity of scatter information is any greater for 2 new IQ batteries, the Kaufman Assessment Battery for Children (K-ABC) and the Fourth Edition Stanford-Binet Intelligence Scale (SB4), than for the Wechsler Intelligence Scale for Children—Revised (WISC—R). Within a sample of referred children, numerical indexes were computed of profile elevation, shape, and variability for all IQ tests. Using hierarchical multiple regression with achievement scores as dependent variables, shape information was found that had marginal incremental validity over elevation as a predictor for the WISC—R, even less for the SB4, and virtually none for the K-ABC. Implications of these results are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

External validation of the Personality Inventory for Children: Comment on Lachar, Gdowski, and Snyder.

Comments on the D. Lachar et al (see record 1984-19420-001) evidence of external validity for Personality Inventory for Children (PIC), which is based on correlations of PIC scales with dimension scores derived from factor analyses of behavioral ratings. It is argued that due to considerable item overlap between PIC scales and behavior rating forms, correlations may be an indication of rater reliability rather than one of construct validity. This problem is thought to be especially evident for rating forms completed by parents because parents also completed the PIC, and many items are similar in both content and wording. The problem is illustrated using the hostility/dyscontrol dimension derived from parent ratings. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The WISC-III: Everything old is new again.

Studied the Wechsler Intelligence Scale for Children-3rd Edition (WISC-III), the most recent of the tests in the Wechsler series. Like its predecessor, the WISC—Revised (WISC—R), the WISC-III is structured into verbal and performance sections, but unlike other Wechsler tests, a procedure is provided for calculating factor scores. The materials are an improvement over the WISC—R. They are colorful, contemporary, easy to administer, and appear enjoyable to children. The standardization is excellent, as is reliability. However, weaknesses exist in the factor structure, especially the inclusion of a freedom from distractibility factor, and calls for caution in interpretation. Treatment validity remains a problem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Traditional psychometric tests and proportionate representation: An intervention and program evaluation study.

The Wechsler Intelligence Scale for Children—Revised (WISC—R) and Standard Raven Progressive Matrices (SPM) Test were evaluated in the context of an intervention/program evaluation study and in terms of a proportionate representation model of test bias. A total of 26,300 boys and girls from 8 different ethnic backgrounds were evaluated over a 9-year period. An intervention based on monitoring of and feedback to referral sources proved effective in improving proportionate representation in the referral process. Moreover, the WISC—R and SPM showed approximately equal predictive validity and no evidence of differential validity. Significant differences were found as a function of ethnic background between those referred and those certified as gifted, as well as between those referred and those who scored in the 98th percentile on either test. Implications for traditional tests are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychosocial functioning of learning-disabled children: Relations between WISC Verbal IQ Performance IQ discrepancies and personality subtypes.

A total of 132 children with learning disabilities (LD) between the ages of 6 and 12 years were divided equally into 3 groups on the basis of the difference between Wechsler Intelligence Scale for Children (WISC) VIQ-PIQ scores (viz., VIQ?>?PIQ, VIQ?=?PIQ, and VIQ??PIQ group showed pathological evaluations on some PIC scales. Group average linkage cluster analysis using 10 PIC scales revealed 6 psychosocial subtypes. Within these subtypes, children with VIQ?>?PIQ were found at lower than expected frequencies in normal and mildly disturbed subtypes, but at higher than expected frequencies in seriously disturbed subtypes. These results support the notion that patterns of cognitive performance are related to patterns of psychosocial functioning in children with LD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examiner observations of children's WISC—R test-related behaviors: Possible socioeconomic status, race, and gender effects.

White examiners completed test observations on 311 children between ages 7 and 14 following the administration of the Wechsler Intelligence Scale for Children—Revised (WISC—R). The children differed by race (White, Black, and Mexican American), social class (middle and lower), and gender. Test observation ratings were employed to predict WISC—R Verbal, Performance, and Full Scale IQs. All 63 correlations between test observations and WISC—R IQs were statistically significant and were reasonably equivalent across gender, social class, and racial groups. Differences in regressions were statistically significant for 23 of the 36 analyses. Although gender differences were not significant, race and social class differences are significant for intercepts, but not for slopes. Thus, given children of the same IQ, White examiners generally observe higher degrees of cooperation, attention, and self-confidence among Black and Mexican American (compared to White) children and among lower-class (compared to middle-class) children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Canadian content in the WISC--R: Bias or jingoism?

Reports questionnaire data from 72 psychologists showing that 97% of respondents used Canadian substitute items (CSIs) for certain Wechsler Intelligence Scale for Children—Revised (WISC—R) items and that the substitutes were used and scored inconsistently. Studies comparing the scores of Canadian children on the Information subtest of the WISC—R to the normative sample have provided inadequate evidence of disadvantage to Ss on the items for which substitutes have been proposed. Comparisons of Canadian children's scores on the CSIs and on the standard items indicate that CSIs produce inflated scores. Respondents reported often using and scoring both the standard and the Canadian items, further compromising the validity of the test. It is argued that there are inadequate data to establish the need for CSIs and that appropriate substitutes of equivalent difficulty have not been identified. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Canadian versions of the information subtests of the Wechsler tests of intelligence.

Contends that the Wechsler Intelligence Scale for Children—Revised (WISC—R), Wechsler Adult Intelligence Scale (WAIS), and WAIS—R all contain an Information subtest that can be troublesome for Canadian test takers because of items with distinct American-biased content. Research from a variety of studies involving Canadianized versions of the Information subtest is reviewed, and on the basis of findings, suitable substitution items are recommended for Canadian test takers. It is argued that until a suitable normative study is done on Canadianized versions, the recommended items be adopted as standards, since a substantial gain in face validity is achieved. (French abstract) (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Faking good and faking bad on the Personality Inventory for Children—Revised, shortened format.

Examined the detection of faking good and faking bad on the Personality Inventory for Children—Revised (PIC—R) with a sample of 6–16 yr old outpatients in a mental health clinic. The PIC—R was administered twice to both Ss and their mothers, and faking instructions to fake good or bad were administered in the 2nd testing session. Results show that faking influenced all 12 clinical scales and the 4 broad-band scales. Detection of faking good is recommended by the use of the Lie scale and the Adjustment scale. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A canonical correlation analysis of the Wechsler Intelligence Scale for Children—Revised and the Woodcock-Johnson Tests of Cognitive Ability in a sample referred for suspected learning disabilities.

Examined the degree of overlap between the WISC—R and the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) from the Woodcock-Johnson Psycho-Educational Battery in 152 Ss (aged 7 yrs 4 mo to 12 yrs 10 mo) referred for evaluation because of suspected learning disabilities (LD). Analysis yielded 3 significant canonical correlations. The redundancy index showed that approximately 28.6% of the WJTCA subtest variance was predictable from the linear combination of the WISC—R subtests, and approximately 32.7% of the WISC—R subtest variance was predictable from the WJTCA subtests. Analysis of the structure correlations showed that the 1st canonical variates shared a general intelligence factor, the 2nd a perceptual speed factor, and the 3rd a numerical-memory factor. It is suggested that, if these findings are substantiated with a larger sample, the mean-score discrepancy previously found between the WJTCA and the WISC—R for children suspected of having LD is attributable to unique factor structures. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Incremental validity of WISC–III profile elevation, scatter, and shape information for predicting reading and math achievement.

The use of cognitive subtest profiles to hypothesize about children's learning strengths and weaknesses implicitly assumes that subtest profiles are predictive of academic performance. To test this assumption, Wechsler Intelligence Scale for Children—Third Edition (WISC—III) subtest profiles were decomposed into elevation, scatter, and shape components and sequentially regressed onto reading and math achievement scores for 1,118 nonexceptional and 538 exceptional students. Profile evaluation was statistically and practically significant for both exceptional (R?=?.36–.61) and nonexceptional (R?=?.72–.75) students. Profile scatter did not aid in the prediction of achievement. Profile shape accounted for an additional 5%–8% of the variance in achievement measures. It was concluded that using WISC—III subtest scatter and shape to predict academic performance was not supported by the accumulated scientific evidence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the meaning of the WISC—R third factor: Relations to selected neuropsychological measures.

Investigated the nature of the WISC—R 3rd factor, Freedom from Distractibility, by determining through combined factor analysis its relations with the constructs presumed to underlie selected neuropsychological measures. Results suggest that a variety of complex cognitive abilities may be related to Factor 3, including visuospatial organization, rapidly shifting mental operations on symbolic material, and sustained attention during complex cognitive processing. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Test item bias in the WISC--R.

Notes that test-item bias in the Wechsler Intelligence Scale for Children (WISC) and WISC—Revised (WISC—R) Information subtest has concerned Canadian psychologists for over 3 decades. Several investigators have attempted to identify and evaluate the source of this bias. The method of choice in these studies has been rank-order comparisons of pass-rates between the standardized and modified items. It is argued that this methodology is incomplete to establish the presence or absence of item bias. In addition to observing the rank order of pass rates, it is recommended that a chi-square approach be used based on the proportion of responses within ability levels to evaluate test item bias. The advantages of this strategy are demonstrated with WISC—R data from 342 12–16 yr old psychiatric inpatients and outpatients. Results demonstrate the power of this methodology over simple rank-order comparisons. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Establishing covariance continuity between the WISC—R and the WISC-III.

Much of the research based on Wechsler Intelligence Scale for Children—Revised (WISC—R; D. Wechsler, 1974) subtest covariances may not validly be applied to the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; D. Wechsler, 1991) without ascertaining whether the covariance structures of the normative samples for the two versions are equivalent. The covariance matrices for the WISC—R and the WISC-III were tested for equality by age group using the EQS Structural Equations Program (P. M. Bentler, 1989). Chi-square tests revealed significant differences between the covariance matrices for 10- and 16-year-olds; however, the more stable normed fit index revealed essentially no difference across all age groups. It can be concluded that, for all practical purposes, covariation among WISC-III subtests does not differ from covariation among WISC—R subtests. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Consistency of maternal report and the Personality Inventory for Children: Always useful and sometimes sufficient: Reply to Cornell.

Responds to D. G. Cornell's (see record 1985-21750-001) suggestion that the author's (see record 1984-19420-001) previous study of the external validity of the Personality Inventory for Children (PIC) was flawed to the degree that scale correlates were obtained from the same source as PIC responses—the parent. Based on the process of actuarial assessment, it is suggested that nontest correlates, regardless of source, provide evidence for scale validity and not stability and that similarity in content between personality scale items and demonstrated correlates is the rule rather than the exception. The process of test validation is distinguished from the use of scales to study personality constructs. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Temporal stability and validity of two personality disorder inventories.

The 3-mo temporal stability of self-report personality disorder scores from the Personality Diagnostic Questionnaire—Revised (PDQ—R; S. Hyler and R. Rieder, 1987) and the MMPI-Personality Disorder scales (MMPI-PD; L. Morey, M. Waugh, and R. Blashfield, 1985) was examined in a sample of 51 psychiatric outpatients. In addition, the convergent and discriminant validity of the scales from the PDQ—R and MMPI-PD were also assessed. Results indicate that PDQ—R and MMPI-PD scores were relatively stable over time, but support was obtained for the validity of only several of the personality disorder scales. Issues concerning the overlap of personality disorders as well as the lack of a "gold standard" to be used for establishing the validity of personality disorder instruments are discussed. Future research aimed at combining multiple forms of Axis II assessment (e.g., self-report, interview, informant) is recommended. (PsycINFO Database Record (c) 2010 APA, all rights reserved)