This study investigated the stability of the WISC-R over a 3-year span for 60 students classified as learning disabled and who were receiving special education services. The subjects were identified as learning disabled by use of an ability/achievement discrepancy formula between the WISC-R and the Metropolitan Achievement Test. The initial hypothesis was that learning-disabled subjects would exhibit stable WISC-R scores and, consequently, may not require repeated WISC-R evaluations. The learning disabled subjects demonstrated stable WISC-R scores, and correlation coefficients were significant, but generally lower than previous WISC-R stability studies. Implications for the special education reevaluation process are discussed.
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