Commentary in Response to Braden

Abstract

Braden (this issue) criticizes a recent report by Courtney, Hayes, Couch, and Frick (1984) on administration of the WISC-R Performance Scale to hearing impaired (HI) children with pantomimed instruction. A review of Braden's comments indicates that he neither accurately represents the intent of the study nor accurately represents the conclusions stated in the report. Furthermore, Braden addresses the issue as though all HI children can be most appropriately evaluated through translation to manual communication, a position that is not supported by analysis of communication modes in use with HI children. Clarification of conclusions by Courtney et al., support for their interpretation of possible sampling procedure effects, and discussion of the need for alternative test administration procedures (e.g., pantomine) are presented.

Get full access to this article

View all access options for this article.

References

Anderson, R. J. , & Sisco, F. H. (1977). Standardization of the WISC-R Performance Scale for deaf children. (Office of Demographic Studies Publication Series T, No. 1). Washington, DC: Gallaudet College.

Braden, J. P. (1985). Futile gestures: A reply to Courtney, Hayes, Couch, and Frick regarding pantomimed administration of the WISC-R Performance Scale. Journal of Psychoeducational Assessment, 3, 181-185.

Courtney, A. S. , Hayes, F. B. , Couch, K. W. , & Frick, M. (1984). Administration of the WISC-R Performance Scale to hearing impaired children using pantomimed instructions. Journal of Psychoeducational Assessment, 2, 1-7.

Hiskey, M. S. (1966). Hiskey—Nebraska Test of Learning Aptitude. Lincoln, NB: College View Printers.

Hurley, O. , Hirshoren, A. , Hunt, J. , & Kavale, K. (1979). Predictive validity of two mental ability tests with black deaf children. Journal of Negro Education, 48, 14-19.

Levine, E. S. (1974). Psychological tests and practices with the deaf: A survey and state of the art. Volta Review, 76, 298-319.

Spragins, A. (1979). Psychological assessment of the school-aged hearing-impaired child. In R. K. Mulliken and M. Evans (Eds.), Assessment of children with low-incidence handicaps. (pp. 58-66) Washington, DC: National Association of School Psychologists.

Spragins, A. , Karchmer, M.A. , & Schildroth, A. N. (1981). Profile of psychological services provided to hearing impaired students. American Annals of the Deaf, 126, 94-105.

Sullivan, P. M. (1982). Administrative modifications on the WISC-R Performance Scale with different categories of deaf children. American Annals of the Deaf, 127, 780-788.

10.

Sullivan, P. M. , & Vernon, M. (1979). Psychological assessment of hearing impaired children. School Psychology Digest, 8, 271-290.

11.

Vernon, M. , & Koh, S. (1970). Effects of manual communication on deaf children's educational achievement, linguistic competence, oral skills, and psychological development. American Annals of the Deaf 115, 527-536.

12.

Wechsler, D. (1974). Manual for the Wechsler Intelligence Scale for Children—Revised. New York: Psychological Corp.