学习困难儿童WISC-R分数的稳定性研究
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"这篇学术论文‘Stability of WISC-R scores in children with learning difficulties’探讨了WISC-R（Wechsler Intelligence Scale for Children - Revised，韦氏儿童智力量表修订版）分数在有学习困难儿童群体中的稳定性。作者Edward Bauman来自Lakehead University，通过对130名接受过两次测试的有学习困难的儿童学生记录的分析，揭示了这些儿童的智力分数随时间的变化情况。"
文章指出，研究发现存在显著的智力商数（IQ）损失，特别是在言语IQ和全量表IQ方面。高于平均IQ范围的儿童在这两个方面的损失更大。同时，表现出在操作IQ上有更大的增长，这与低于平均IQ范围的儿童形成对比。那些在8岁之前进行初次测试的儿童经历了明显的IQ下降，而8岁之后进行初次测试的儿童则能保持稳定的IQ水平。
WISC-R作为评估学习困难儿童最常用的心理测验工具，其结果表明，这个特殊群体的IQ分数并不像之前认为的那样稳定。这一发现可能为定期重新实施WISC-R测试提供理论依据，以更准确地追踪和理解这些儿童的认知发展变化。
Wechsler（1974）先前的研究普遍认为，WISC-R分数在时间上的稳定性很高，重测通常会产生小且可预测的得分增长。然而，Bauman的研究挑战了这一观点，指出在有学习困难的儿童群体中，IQ分数的稳定性可能比预期要低，这强调了需要定期重新评估的重要性，以便更好地理解和干预这些孩子的学习问题。
Psycholokv in
the
Schools
Volume
28.
April 1991
STABILITY OF WISC-R SCORES IN CHILDREN
WITH LEARNING DIFFICULTIES
EDWARD
BAUMAN
Lakehead
University
Student records
of
130
children with learning difficulties who had been tested twice
were examined to determine the stability
of
WISC-R scores over time. There were
significant losses in Verbal 1Q and
Full
Scale IQ. Subjects in the above-average 1Q
range had greater
losses
in Verbal IQ and Full Scale IQ and greater gains in Perform-
ance
IQ
than did those in the below-average IQ range. Children initially tested before
age
8
had
a
significant IQ
loss,
but those tested after age
8
maintained a constant
IQ. The WISC-R is
most
frequently administered to children with learning difficulties.
Results presented here suggest that the IQs in this population are not
as
stable as
was previously thought, and this may provide a rationale for the periodic readministra-
tion
of
the WISC-R.
It is generally held that WISC-R scores have a high degree of stability over time,
and that retesting produces small, predictable gains. Wechsler
(1974)
reported that
retesting on the WISC-R after a 1-month interval produced a gain of
7
IQ points on
the Full Scale IQ (FSIQ),
4
points on the Verbal IQ (VIQ), and
10
points on the Per-
formance IQ (PIQ). Sattler
(1982)
attributed these gains to a practice effect. He reported
stability coefficients
of
.90
for the Performance,
.93
for the Verbal, and
.95
for the Full
Scale scores.
A
number of studies of learning-disabled and retarded populations have given fur-
ther support to the claims
of
stability of WISC-R scores. Vance, Blixt, Ellis, and DeBell
(1981)
reported stability coefficients
of
.SO
for the VIQ,
.91
for the PIQ, and
.88
for
the FSIQ in a population
of
exceptional children tested over a 2-year interval. Their
sample scored
2
points lower on the VIQ, 2 points higher on the PIQ, and remained
unchanged on the FSIQ. Smith and Rogers
(1978)
found stability coefficients ranging
from
.79
to
.82
in a population of learning-disabled children who were retested after
a 6-month interval. Vance, Hankins, and Brown
(1987)
contributed further evidence
for the stability
of
WISC-R scores from their study of learning-disabled and mentally
handicapped children over a 6-year interval. Their coefficients ranged from
.53
to
.87
and are lower than those previously reported, but they attributed this finding to the length
of
the retest interval and still maintained that WISC-R IQ measures are stable over a
6-year period. Oakman and Wilson
(1988)
found that IQ scores in a sample
of
learning-
disabled children remained stable over a 3-year period. IQ changes of
4
points or less
were found in
52%
of their sample.
The stability
of
WISC-R subtest patterns was investigated by Smith (cited in Vance
et al.,
1987).
He found that the subtest scale score profile
was
remarkably stable over
a 7-month test-retest interval in
a
population of learning-disabled children. There was
a
slight drop in VIQ, a significant increase in PIQ, and a gain of
2.2
points in FSIQ.
The research on the stability of IQ scores is pertinent to the controversy over the
need for a reassessment of exceptional children in special education programs every
3
years, as is mandated by Public Law
94-142.
There are some who regard the practice
as unnecessary (Oakman
&
Wilson,
1988),
expensive (Smith,
1982),
and of little value
Requests for reprints should be sent
to
Edward Bauman, Dept. of Psychology, Lakehead University,
Thunder Bay, Ontario, Canada P7B
5E1.
95
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