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Abstract

This study examined the relationship between performance on the K-ABC and the WISC-R for 67 students referred for evaluation as a result of serious academic or academic/behavioral problems. Of the 67 students referred, 32 were identified as having severe learning disabilities. The correlational results of the study documented strong relationships among all of the global standard scores on both instruments (r = .65 to .95). Individual performance patterns reflected a preponderance of Simultaneous > Sequential processing and Performance IQ > Verbal IQ patterns for the students with severe learning disabilities, but not for the students without severe learning disabilities. The results of t tests also confirmed Simultaneous > Sequential, Mental Processing Composite > Achievement, and Performance IQ > Verbal IQ differences for the students with severe learning disabilities.

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References

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Relationship Between the K-ABC and WISC-R for Students Referred for Severe Learning Disabilities

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