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A COMPARISON BETWEEN
THE
WISC AND WISC-R
AMONG A CLINICAL REFERRED POPULATION'
BONNIE
McGONAGLE
Bryn
Mawr
College
This study compared the three scales of the WISC and the WISC-R
for
degree
of
intercorrelation. The differences among scores and among variances
were also computed for the two tests.
Fifty-eight subjects from
a
clinical
referred population were studied, including children classified as
EMR,
Learning Disabled, Emotionally Disturbed, and children in regular classrooms.
Results included significant correlations in all cases, no systematic changes
in variance, and significantly lower
IQs
on the WISC-R for
all
children in this
sample, except the
EMRs.
A
review of the literature reveals two studies that have dealt witch the degree
of relationship between the
I&
scores obtained on the Wechsler Intelligence Scale
for Children (WISC) and the Wechsler Intelligence Scale for Children-Revised
(WISC-R) when administered to the sanie subjects. Hamm, Wheeler, RSacCallum,
Herrin, Hunter, and Catoe
(1976)
tested
48
children from EMR classes. Children
suspected of having severe eniotional problems were excluded. The average test-
retest interval was
39
days. The results of their analysis indicated that the WISC-R
I&
scores for the Verbal Scale, Performance Scale, and Full Scale were significantly
lower than the corresponding IQs obtained from the WISC. As a result of this
research, they concluded that when the WISC-R is utilized as one of the criteria
for
placement in
ERIR
classes, there will be an increase in the number
of
students
classified as EMR unless the criteria for special class placement are reevaluated.
Using both the WISC and thp WISC-R
for
each subject, Schwarting
(1976)
evaluated a sample of
55
children who had been randomly chosen from grades one
through eight. The time interval between the two tests
for
each child ranged from
60
to
67
days. His data analysis showed that for each of the three scales, WISC
mean scores were significantly higher than the corresponding WISC-R scores.
The present study was undertaken in an effort to ascertain the degree of
relationship between WISC and WISC-R scores
for
a clinical population. The sub-
jects were children enrolled in classes in a suburban school system
who were re-
ferred for psychological evaluation. The children were tested with the WISC
at
the time of initial referral and were subsequently tested with the WISC-R
either due to state requirements in the case
of
children enrolled in special classes
or
due to a second referral for the children in the regular classroom.
METHOD
Xu
bjects
A total of
58
children were evaluated using both the WISC and the WISC-R.
Thirteen children were classified
as
Educable Mentally Retarded. Criteria for
placement included:
IQ
scores between
50
and
79
and written parental permission.
Thirty-onc children were in Guided Learning classes. Guided Learning
I
is special
'This study was conducted at Child Study Institute, Rryn Mawr College, which services the
Lower Merion School District. The author expresses appreciation
to
Dr.
Janet
L.
Hoopes
for
her
assistance in the ureuaration
of
this manuscriot.
Requests for-reirints should
be
sent
to
Bonnie McGonagle,
855
N.
Park Road, Apt.
A-101,
Wyomissing,
PA
19610.
423