Cognitive performance of children referred for clinical and educational diagnoses.

Persistent Link:
http://hdl.handle.net/10150/186941
Title:
Cognitive performance of children referred for clinical and educational diagnoses.
Author:
Axinn, Dede Susan.
Issue Date:
1994
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The Wechsler Intelligence Scale for Children, third edition (WISC-III) (Wechsler, 1991) was used to compare cognitive performance of children who were referred for diagnosis in an educational setting with others referred for diagnosis in a clinical setting. The WISC-III was administered to 60 school-aged children in the present study. An exploratory factor analysis was used to examine the four-factor structure for both groups of children as well and compared to the WISC-III norming sample. Factor analytic results indicated some similarities as well as differences in the factorial composition of the two groups of subjects. Factor 1 (Verbal Comprehension) and Factor 3 (Freedom from Distractibility) were found to be similar for the two groups. No significant differences in the average performance of the two groups of children were found in terms of subtest scores, IQs, or factor index scores. The implications for the use of the WISC-III based on these results are discussed.
Type:
text; Dissertation-Reproduction (electronic)
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Psychology; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Mishra, Shitala P.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleCognitive performance of children referred for clinical and educational diagnoses.en_US
dc.creatorAxinn, Dede Susan.en_US
dc.contributor.authorAxinn, Dede Susan.en_US
dc.date.issued1994en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe Wechsler Intelligence Scale for Children, third edition (WISC-III) (Wechsler, 1991) was used to compare cognitive performance of children who were referred for diagnosis in an educational setting with others referred for diagnosis in a clinical setting. The WISC-III was administered to 60 school-aged children in the present study. An exploratory factor analysis was used to examine the four-factor structure for both groups of children as well and compared to the WISC-III norming sample. Factor analytic results indicated some similarities as well as differences in the factorial composition of the two groups of subjects. Factor 1 (Verbal Comprehension) and Factor 3 (Freedom from Distractibility) were found to be similar for the two groups. No significant differences in the average performance of the two groups of children were found in terms of subtest scores, IQs, or factor index scores. The implications for the use of the WISC-III based on these results are discussed.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairMishra, Shitala P.en_US
dc.contributor.committeememberChristiansen, Harleyen_US
dc.contributor.committeememberLord-Maes, Janieceen_US
dc.identifier.proquest9517554en_US
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