Sage Journals: Discover world-class research

Abstract

Bannatyne's recategorization of WISC-R scores was applied to 97 juveniles who had been adjudicated by the juvenile court system to a diagnostic and evaluation unit in Eastern Alabama. Mean ranks were analyzed using the Friedman test for repeated-measures analysis of variance. The total sample exhibited a significant mean rank pattern of scores in the following descending order: Spatial, Conceptual, Sequential, and Acquired Knowledge. Subgroup patterns varied for those youths with IQs 90 and above (Conceptual, Spatial, Sequential, and Acquired Knowledge) and IQs below 90 (Spatial, Sequential, Conceptual, and Acquired Knowledge). Pairwise comparisons using the Scheffé procedure indicated significant differences between the Spatial score and Acquired Knowledge score for the total group and those youths with IQs below 90. The study extended the application of recategorized scores for adjudicated youth suggested by Bannatyne (1968, 1971, 1974). This investigation affirms the need for further studies of the differential effect of IQ on the patterns of WISC-R scaled scores.

Get full access to this article

View all access options for this article.

References

Adams

P. A.

Patterns of intellectual functioning in learning disability children. Paper read to Society for Research in Child Development, New York, New York, 1967.

Bannatyne

Diagnosing learning disabilities and writing remedial prescriptions. Journal of Learning Disabilities, 1968, 1, 28–35.

Bannatyne

Language, reading, and learning disabilities. Springfield, IL: Thomas, 1971.

Bannatyne

Diagnosis: A note on recategorization of the WISC scaled scores. Journal of Learning Disabilities, 1974, 7, 272–273.

Cohen

The factorial structure of the WISC at Ages 7–6, 10–6, and 13–6. Journal of Consulting Psychology, 1959, 23, 285–299.

Gutkin

T. B.

Bannatyne patterns of Caucasian and Mexican-American learning disabled children. Psychology in the Schools, 1979, 16, 178–183.

Kaufman

A. S.

Factor analysis of the WISC-R at 11 age levels between 6 ½ and 16 ½ years. Journal of Consulting and Clinical Psychology, 1975, 43, 135–147.

Marasculio

, & McSweeney

Nonparametric and distribution free methods for the social sciences. Monterey, CA: Brooks/Cole, 1977.

Maxwell

A. E.

A factor analysis of the WISC. British Journal of Educational Psychology, 1959, 29, 237–241.

10.

McLeod

A comparison of WISC subtest scores of preadolescent successful and unsuccessful readers. Australian Journal of Psychology, 1965, 17, 220–228.

11.

Rugel

R. P.

WISC subtest scores of disabled readers: A review with respect to Bannatyne's recategorization. Journal of Learning Disabilities, 1974, 7, 57–64.

12.

Schiffman

, & Clemmons

R. L.

Observations on children with severe reading problems. In Hellmuth

(Ed.), Learning disorders. Seattle: Special Child Publ., 1966. Pp. 297–310.

13.

Smith

M. D.

Coleman

J. M.

Dokecki

P. R.

, & Davis

E. E.

Recategorized WISC-R scores of learning disabled children. Journal of Learning Disabilities, 1977, 10, 437–443.

14.

Wechsler

Manual for the Wechsler Intelligence Scale for Children. New York: Psychological Corp., 1949.

15.

Wechsler

Manual for the Wechsler Intelligence Scale for Children-Revised. New York: Psychological Corp., 1974.

Application of Recategorized Wisc-R Scores for Adjudicated Adolescents

Abstract

Get full access to this article

References