Sage Journals: Discover world-class research

Abstract

Historically, the diagnostic use of WISC-R subtest scatter in the identification of special education students has been widespread. Research in this area has been based primarily on studies using referred populations (i.e., students with known or suspected learning problems). Data regarding subtest scatter of nonreferred students, however, minimize the diagnostic importance of such an approach. This study investigated the subtest scatter of a large sample of nonreferred students of three ethnic backgrounds-black, white and Hispanic. The magnitude of the subtest scatter was similar to Kaufman's (1976) analysis of the standardization data. The inclusion of the Hispanic group, however, produced a pattern somewhat different than that of Kaufman's study, particularly regarding scatter as a function of over-all IQ level. The implications of these results are discussed, focusing on the cautions use of the scatter index as a diagnostic method.

Get full access to this article

View all access options for this article.

References

Dudley-Marling, C. , Kaufman, N. , & Tarver, S. (1981). WISC and WISC-R profiles of learning disabled children: A review. Learning Disability Quarterly, 4, 307-319.

Kaufman, A. (1976). A new approach to the interpretation of test scatter on the WISC-R. Journal of Learning Disabilities, 9, 160-168.

Kaufman, A. (1979). Intelligent testing with the WISC-R. New York: John Wiley.

Kaufman, A. (1981). The WISC-R and learning disabilities assessment: State of the art. Journal of Learning Disabilities, 14, 520-526.

Kaufman, A. , & Doppelt ( 1976). Analysis of WISC-R standardization data in terms of stratification variables. Child Development, 47, 165-171.

Sattler, J. (1982). Assessment of children's intelligence and other special abilities. Boston: Allyn & Bacon.

Diagnostic Use of WISC-R Subtest Scatter: A Note of Caution

Abstract

Get full access to this article

References