A Convergent Validity Study of the Differential Ability Scales and the Wechsler Intelligence Scale for Children-Third Edition with Hispanic Children

Abstract

Intellectual assessment of minority children continues to occupy a position of importance in the practice of school psychology. A review of the extant literature suggests a continuing controversy regarding the adequacy of current intelligence tests to measure the cognitive ability of U.S. minority children. The present study examined the relationship between the DAS, an individually administered cognitive and achievement test developed for use with children and adolescents, and the WISC-III, the most commonly used intelligence test for children. Both the DAS and the WISC-III were administered to a sample of 24 English-speaking Hispanic children between the ages of 9 and 11. Global and factor scores for both tests were compared, with special attention paid to verbal/performance score discrepancies. A relationship between the WISC-III and the DAS was indicated, providing evidence for the convergent validity of the DAS and the WISC-III in assessing English-speaking Hispanic children residing in the United States. Results of the study are further discussed in terms of the use of the DAS in the evaluation of Hispanic students.

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