Verbal-performance IQ discrepancies on the WISC-R.

Examined discrepancy scores (Verbal IQ minus Performance IQ) for the WISC-R, using the standardization sample--100 boys and 100 girls at each of 11 age levels between 61/2 and 161/2 yrs (2,200 Ss). The occurrence of significant discrepancy scores (Verbal > Performance and Performance > Verbal) was not significantly related to age, sex, or race, although significant relationships were obtained with both parental occupation and intelligence level. The mean absolute discrepancy score (regardless of sign) was about 10 IQ points for each age group, for boys and girls, for Blacks and Whites, and for the different occupational groups. Discrepancy score norms (cumulative distributions) are presented by intelligence level and are interpreted in terms of their clinical significance. Several of these findings closely parallel results of a study of the 1949 WISC by H. G. Seashore (see record 1952-06292-001). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal-Performance IQ discrepancies on the WISC-R: One more time.

The formula that R. J. Piotrowski (see record 1979-12366-001) used to determine the abnormality of Verbal–Performance IQ discrepancies on the WISC-R gave results that differed greatly from the actual values reported by A. S. Kaufman (see record 1977-07179-001). Since the assumption on which the formula is based, bivariate normality, is met by the WISC-R standardization data, the disparity is puzzling. It is suggested that Piotrowski erred in applying the formula not to IQs but to sums of scaled scores. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

CARE: Bridging the gap between clinicians and computers.

Psychologists and other mental health specialists have yet to capitalize on the enormous potential of computers as "clinical assistants." Many therapeutic uses of computers reflect overly ambitious if not naive uses of these machines, such as providing warmth and understanding to hurting persons. The present authors review previous applications of computers in health care, the nature and scope of computer resistance, the relative merits of people and machines in performing different kinds of tasks, and the ethical–legal issues involved when psychological services are provided by computers. Also presented is a relatively simple algorithm for an automated psychological service delivery system that provides, in response to specified complaint statements, low-level inference evaluations, concrete clinical advice, and modest referral information. The use of this computerized assistance, referral, and evaluation (CARE) system in a college community is described. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Abnormality of the difference and the WISC-R: Comment on Silverstein.

Discusses reactions by C. R. Reynolds (see record 1979-27697-001) and A. B. Silverstein (see PA, Vol 66:00000) to an earlier article by the present author (see record 1979-12366-001) that examined the size of abnormal differences between WISC-R subtest scaled scores and Verbal–Performance IQ scores. An error is acknowledged in the presentation of the Verbal–Performance IQ differences, and the validity of the abnormality of the difference statistic for examining subtest scaled scores is discussed. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some useful statistics for the interpretation of the WISC-R.

Argues that based on factor analytic research (A. S. Kaufman, 1975) on the WISC-R, a linear combination of 4 subtests (I,S,V,C) converted into a verbal comprehension deviation quotient (VCDQ) offers a purer measure of verbal skills than the WISC-R's Verbal IQ. Similarly, a perceptual organization deviation quotient (PODQ) was developed as an alternative to Performance IQ. Reliability of both the PODQ and the VCDQ was found to be equivalent to that of the WISC-R's Verbal and Performance IQ, and they are equally easy to compute. The impact of using the VCDQ and the PODQ vs the Verbal and Performance IQ was examined using the WISC-R scores of a sample of 275 urban school children who were referred for psychological examination. Differences that could substantially effect test interpretation were found. Special considerations in the use of the PODQ and the VCDQ and the use of a freedom from distractibility deviation quotient (FDDQ) devised by J. S. Sattler (1974) are noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Abnormality of subtest score differences on the WISC-R.

Discusses the abnormality of the difference as a method for evaluating the magnitude of differences between pairs of WISC-R subtests. Generally, abnormal differences at the .05 level of significance range from 6 to 7 scaled score points and 8 to 10 scaled score points at the .01 level. Abnormal Verbal–Performance scale IQ differences are also considered. Such differences averaged 18 IQ points at the .05 level of significance and 24 IQ points at the .01 level. The diagnostic implications of the use of the abnormality of the difference for evaluating subtest score differences are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A table for computing the phi coefficient.

"When faced with a research job which entailed the computation of at least 1770 phi coefficients, some way to reduce the work was sought. The answer was the accompanying table." The formula given was: "for various values of p12, [and] for values of [Equation omitted] from .20 to .80." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex on the wards: Conundra for clinicians

Should psychiatric inpatients be allowed to engage in sexual activities? Do clinicians have a right to prevent them from doing so? If so, when may sexual interaction be restricted? What sorts of clinical issues and problems are posed for nursing staff, and how should psychiatrists and administrators respond to these? These and related questions have received little attention from either medical or legal scholars, in sharp contrast to the extensive analysis devoted to other issues affecting the lives of psychiatric inpatients, and in especially sharp contrast to our culture's inundation with media messages about sex. This article summarizes the modest body of scholarship concerning sexual interactions among hospitalized patients, the clinical and administrative questions faced by psychiatrists who work with inpatients, and the potential medicolegal problems that inpatients' sexual activities can create. It concludes with a conceptual framework that clinicians can use to devise solutions to the problems arising from inpatients' sexuality.     

Factor structure of the WISC-R for a psychiatric sample.

The WISC-R was factor analyzed for a group of 240 psychiatric patients aged 6–16 yrs. Three factors emerged that were similar to those identified by A. S. Kaufman (see record 1975-21128-001) in the standardization sample—Verbal Comprehension, Perceptual Organization, and Freedom From Distractibility. Findings indicate that the structure of intelligence for normal and emotionally disturbed children is not qualitatively different. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Controlled outcome research with paradoxical interventions: A review for clinicians.

Reviews paradoxical intervention (PI) research emphasizing the clinical, methodological, and qualitative aspects of the same studies in a review by K. A. Hill (see record 1988-01996-001). More than two-thirds of the outcome studies inspected were of questionable relevance to the clinician (e.g., undergraduates as Ss, atypical durations, overly restrictive field of disorders, and improper or inadequate follow-up). PI has thus not demonstrated its superiority over placebo or alternative treatments. Hill's strategy of using the average effect size per study as the unit of analysis may help to misrepresent the clinical facts in each study. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Success in college for students with discrepancies between performance on multiple-choice and essay tests.

Students with high scores (top third) on the essay portion of an Advanced Placement examination and low scores (bottom third) on the multiple-choice portion of the examination were compared with students with the opposite pattern (top third on the multiple-choice questions and bottom third on the essay questions). Across examinations in different subject areas (history, English, and biology), students who were relatively strong in the essay format and weak in the multiple-choice format were as successful in their college courses as students with the opposite pattern, especially in those courses where grades are typically not determined by multiple-choice tests. Although differential essay and multiple-choice test performance was not related to course grades, it was related to performance on other tests. Students in the high multiple-choice/low essay group performed much better than the other group on other multiple-choice tests, especially the verbal section of the SAT. In relation to their performance on multiple-choice tests, students in the high essay/low multiple-choice group performed well on other essay tests. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An effect size primer: A guide for clinicians and researchers.

Increasing emphasis has been placed on the use of effect size reporting in the analysis of social science data. Nonetheless, the use of effect size reporting remains inconsistent, and interpretation of effect size estimates continues to be confused. Researchers are presented with numerous effect sizes estimate options, not all of which are appropriate for every research question. Clinicians also may have little guidance in the interpretation of effect sizes relevant for clinical practice. The current article provides a primer of effect size estimates for the social sciences. Common effect sizes estimates, their use, and interpretations are presented as a guide for researchers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bioethics for clinicians: 10. Research ethics

Medical research involving human subjects raises complex ethical, legal and social issues. Investigators sometimes find that their obligations with respect to a research project come into conflict with their obligations to individual patients. The ethical conduct of research rests on 3 guiding principles: respect for persons, beneficience, and justice. Respect for persons underlies the duty to obtain informed consent from study participants. Beneficence demands a favourable balance between the potential benefits and harms of participation. Justice requires that vulnerable people not be exploited and that eligible candidates who may benefit from participation not be excluded without good cause. Studies must be designed in a way that ensures the validity of findings and must address questions of sufficient importance to justify the risks of participation. In any clinical trial there must be genuine uncertainty as to which treatment arm offers the most benefit, and placebo controls should not be used if effective standard therapies exist. Researchers have a responsibility to inform themselves about the ethical, legal and policy standards that govern their activities. When difficulties arise, they should consult the existing literature and seek the advice of experts in research ethics.     

Effectiveness of psychotherapy with children and adolescents: A meta-analysis for clinicians.

How effective is psychotherapy with children and adolescents? The question was addressed by meta-analysis of 108 well-designed outcome studies with 4–18-year-old participants. Across various outcome measures, the average treated youngster was better adjusted after treatment than 79% of those not treated. Therapy proved more effective for children than for adolescents, particularly when the therapists were paraprofessionals (e.g., parents, teachers) or graduate students. Professionals (with doctor"s or master"s degrees) were especially effective in treating overcontrolled problems (e.g., phobias, shyness) but were not more effective than other therapists in treating undercontrolled problems (e.g., aggression, impulsivity). Behavioral treatments proved more effective than nonbehavioral treatments regardless of client age, therapist experience, or treated problem. Overall, the findings revealed significant, durable effects of treatment that differed somewhat with client age and treatment method but were reliably greater than zero for most groups, most problems, and most methods. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A note on the congruence of the WISC-R and the cognitive development scales of the Personality Inventory for Children.

Assessed the criterion validity of 3 cognitive development scales (Intellectual Screening, Achievement, and Development scales) within the Personality Inventory for Children (PIC) via correlations with the WISC—R. 48 children who were referred to an interdisciplinary university clinic for academic as well as social/emotional difficulties completed the WISC—R, and their parents completed the PIC. Results suggest that the PIC has validity for the task of screening children's cognitive abilities. One unexpected finding suggests that the WISC—R freedom from distractibility factor may reflect sensitivity to internal rather than external stimulation. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development and cross-validation of a short form for the WISC-R.

Multiple linear regression was used to derive a short form for the WISC-R in 300 6–17 yr olds receiving treatment and/or evaluation at a university-affiliated community mental health center. The predictive validity of this approach was examined via a cross validation that included 300 additional Ss from the same population; 2 short-form regression equations were taken from the work of L. P. Kennedy and S. T. Elder (see record 1982-08867-001), and a short form was derived from the Wechsler normative sample (D. Wechsler, 1974). Correlations and standard errors of the estimates are reported for both the original and cross-validational samples. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A table for the calculation of d' and BETA.

The methodology of signal detection theory is a preferred technique for assessing an S's ability to discriminate the occurrence of discrete binary events. A compact table is presented which will permit precise calculation of signal detection parameters, d' (discrimination index) and BETA (response bias), for hit and false alarm rate combinations in the range from .01-.99. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguishing learning-disabled and emotionally disturbed children on the WISC-R.

Isolated the distinctive WISC-R subtest patterns that would differentiate the performance of emotionally disturbed and learning-disabled children. A stepwise discriminant analysis was used to evaluate the subtest scores of 60 learning-disabled 6–13 yr olds and a matched sample of 60 emotionally disturbed children. Four subtests of the WISC-R differentiated significantly between diagnostic categories. Learning-disabled Ss performed predictively poorer on the Block Design, Picture Arrangement, and Object Assembly subtests and higher on Vocabulary than their emotionally disturbed counterparts. Results are interpreted as a deficit in perceptual organization for children with specific learning problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparative review of family rating scales: Guidelines for clinicians and researchers.

Evaluates 8 rating procedures used in the assessment of family functioning, using 7 criteria of properties of scales, 2 of rater competence and training, and 3 of psychometric validity and reliability. The following scales are included: Beavers-Timberlawn Family Evaluation Scale and Centripetal/Centrifugal Family Style Scale, McMaster Clinical Rating Scale, Family Assessment Measure Clinical Rating Scale, Global Family Interaction Scales, Clinical Rating Scale for the Circumplex Model of Marital and Family Systems, Global Coding Scheme, and Family Interaction Q-Sort. Psychometric concerns and methodological dilemmas are addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Involvement of fathers in therapy: A survey of clinicians.

Clinicians providing treatment for children and families often question which family members to include in therapy. Historically, mothers were included in child-oriented therapy to a greater degree than were fathers. To determine actual rates of including fathers in therapy, 219 clinicians with specialization in clinical child psychology and family therapy were surveyed . In addition, personal and professional characteristics of clinicians were examined to establish the association between these characteristics and inclusion of fathers in treatment. Ways to help clinicians include fathers in child-oriented therapy are discussed in light of the findings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)