聋童WISC-R性能量表的可靠性研究：误诊率分析
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本文档探讨了"威斯康星卡片分类测验-修订版(WISC-R)"在聋哑儿童中的可靠性。发表于1977年10月的《心理学在学校》(Psychology in the Schools)第14卷第4期，研究关注的是这项评估工具在识别特殊教育需求聋哑儿童方面的有效性。
首先，文章强调了"假阴性"的概念，即测试未能识别出的一些有困难的学生。在这个研究中，只有6名教师认为学生表现较差，但未被测试识别出来，这仅占总样本的不到3%。这一结果表明，WISC-R在排除正常或轻度受损的学生方面表现出较高的准确度，从而避免了过度筛选可能对那些实际上需要额外关注的孩子造成干扰。
然而，更大的误差在于将更多看似有风险但实际上风险较低的学生误判为高风险。在早期筛查过程中，这种误差是可以接受的，因为目标是尽可能减少误判，确保那些真正需要特殊教育支持的孩子有机会得到适当的干预。因此，对于筛查工具来说，漏诊少量确实有学习障碍的孩子，以便给予他们必要的帮助，被视为一个合理的误差范围。
文中引用了几个研究作为参考，包括CREDOI的硕士论文，该研究探讨了第一年级筛选测试在聋哑儿童中的初步评估；HASE的研究，评价了北达科他州农村地区学龄前儿童通过筛查测试的结果；以及PATE和WFBB合作编写的《一年级筛选测试手册》，展示了这项测试在具体实践中的应用。此外，还有G.A. Ransom的审查，可能进一步分析了该测试的优缺点和适用性。
这份研究提供了关于WISC-R在聋哑儿童群体中性能的可靠性和潜在误差的深入理解，这对于制定针对特殊教育需求的筛查策略和提升服务的质量具有重要意义。
412
Psychology
in
the
Schools,
October,
1977, Vol.
14,
No.
4.
The other aspect
is
that of “false negatives.”
These are the students who
are missed by the test. Only six children were rated “poor” by tho teachers who
were not identified by the test. This is less than
3%
of the total sample.
The larger degree of
error was in identifying more children
at
risk than actually were
at
risk.
This
seems the more acceptable error, since in
a
screening process such as this the goal
is to miss as few children as possible who might have difficulty in order to give
them the opportunity for special attention.
These results appear to be within acceptable limits.
REFERENCES
CREDOI.INI,.,
A.
J.
Predirtzng achieuemevt
with
the First-Grade Screening Test.
Unpublished Master’s
Thesis, San Jose State College,
1968.
HASE,
H.
I).
Evaluation of a sample of rural North Dakota pre-school children by means of
a
screening
test.
Memorial Mental Health and Retardation Center Research Report,
1975,
Number
3.
PATE:,
J.
E.,
&
WFBB, W. E.
First Grade Screening Test Manual.
Cirde Pinea, MN: American
Guidance Service,
1969.
RANSOM,
G.
A.
Review
of First
Grade Screening Test.
JOUT~
of
Educational Measurement,
1969,
TELECDY.
G.
A.
A factor analysis of four school readiness tests.
Psychology in the
Schools,
1974,
6,
36-37.
11,
127-133.
THE RELIABILITY
OF
THE WISC-R PERFORMANCE
SCALE WITH DEAF CHILDREN
ALFRED
HIRSHOREN,
KENNETH
KAVALE, OLIVER
L.
HURLEY,
AND JACOB
T.
HUNTI
University
of
Georgia
Though the Wechsler tests are widely used
to
assess the intellectual ability
of
henring impaired children, data on the reliability
of
the
WISC-R
with this
populatic
n
have heen lacking. The Performance Scale of the WISC-R was
administered to
59
preljrigually deaf children attendin
a
statesupported day
schod program. The reliability coefficients and stanfard eirors
of
measure-
ment were computed
for
each snbtest
and
for the Performance Scale
IQ.
The results compare favorably with those found
by
Werhsler with the stan-
dardization sample
For testing the intelligence
of
deaf and hard-of-hearing children, Vernon and
Brown (1964) indicated that the preferred instrument was the Performance Scale
of
the Wechsler Intelligence Scale for Children (WISC). Levine (1974) found that
the WISC was the most widely used test of menta1,ability with henring-impaired
children, despite a lack of evidence concerning the reliability and validity
of
the
Performance Scale with this specific population.
Since publication of these studies,
a new edition of the WISC has appeared. This new edition, the Wechsler Intelli-
gence Scale for Children-Revised (WISC-R) (Wechsler, 1974), has incorporated
several significant changes in testing materials as well
as
a restandardization
utilizing stratification variables based on the 1970 census.
’The
testing was done by Ms. Joanne Wolfson, doctcral student.. Appreciation is also due to
Mr.
Richard
Dirst, Superintendent of the Atlanta Area School for the Deaf, and h~s excellent faculty.
Requests for reprints should
be
sent to Alfi;ed Hirshoren,
Div.
for the Ed. of Exceptional Child-
ren, College
of
Education, University
of
Georgia, Athens, GA
30602.
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