Wechsler Intelligence Scale for Children-Third Edition Verbal short forms for children with visual impairments

Persistent Link:
http://hdl.handle.net/10150/282247
Title:
Wechsler Intelligence Scale for Children-Third Edition Verbal short forms for children with visual impairments
Author:
Spencer, Rebecca Ann
Issue Date:
1996
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 purpose of the present study was to investigate WISC-III Verbal short forms for school-age children identified as visually impaired. The rationale for use of WISC-III Verbal short forms is to provide a time saving and technically sound measure for the screening and/or periodical re-evaluation of children with visual impairments who may require special education services. The total sample consisted of the WISC-III test scores of 78 children identified with the handicapping condition of either partial sightedness or legal blindness, who had been given the regularly administered Verbal subtests. The mean age level of the total sample was 11 years, 4 months. Three additional groups were obtained from the test records of the original data which included, children identified as either partially sighted or legally blind (n=62) who were given the regularly administered Verbal subtests and supplementary Digit Span subtest (referred to as the Digit Span group), and children identified as partially sighted (n=47), and legally blind (n=31), who were given only the regularly administered Verbal subtests. Ninety-seven percent of the data were obtained from existing test records, and the remaining data from the actual administration of the WISC-III Verbal subtests for the purpose of collecting data for the study. Children identified with the handicapping conditions of multiple disabilities or mental retardation were not included in the sample. For the total sample and additional groups, the mean Verbal IQ score and mean scaled score of the individual subtests fell in the average range. The WISC-III Verbal short form combinations were identified by utilizing the formulas of Tellegen and Briggs (1967) for determining the reliability and validity coefficients of short form combinations. High reliability and validity coefficients were obtained for all two-, three-, and four-subtest combinations of the total sample and additional groups. The study results suggest WISC-III Verbal short forms offer a time efficient and technically sound measure to be utilized in assessment of the verbal intellectual development of school-age children with visual impairments.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Tests and Measurements.; Education, Educational Psychology.; Education, Special.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Special Education and Rehabilitation
Degree Grantor:
University of Arizona
Advisor:
Antia, Shirin D.; Erin, Jane N.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleWechsler Intelligence Scale for Children-Third Edition Verbal short forms for children with visual impairmentsen_US
dc.creatorSpencer, Rebecca Annen_US
dc.contributor.authorSpencer, Rebecca Annen_US
dc.date.issued1996en_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 purpose of the present study was to investigate WISC-III Verbal short forms for school-age children identified as visually impaired. The rationale for use of WISC-III Verbal short forms is to provide a time saving and technically sound measure for the screening and/or periodical re-evaluation of children with visual impairments who may require special education services. The total sample consisted of the WISC-III test scores of 78 children identified with the handicapping condition of either partial sightedness or legal blindness, who had been given the regularly administered Verbal subtests. The mean age level of the total sample was 11 years, 4 months. Three additional groups were obtained from the test records of the original data which included, children identified as either partially sighted or legally blind (n=62) who were given the regularly administered Verbal subtests and supplementary Digit Span subtest (referred to as the Digit Span group), and children identified as partially sighted (n=47), and legally blind (n=31), who were given only the regularly administered Verbal subtests. Ninety-seven percent of the data were obtained from existing test records, and the remaining data from the actual administration of the WISC-III Verbal subtests for the purpose of collecting data for the study. Children identified with the handicapping conditions of multiple disabilities or mental retardation were not included in the sample. For the total sample and additional groups, the mean Verbal IQ score and mean scaled score of the individual subtests fell in the average range. The WISC-III Verbal short form combinations were identified by utilizing the formulas of Tellegen and Briggs (1967) for determining the reliability and validity coefficients of short form combinations. High reliability and validity coefficients were obtained for all two-, three-, and four-subtest combinations of the total sample and additional groups. The study results suggest WISC-III Verbal short forms offer a time efficient and technically sound measure to be utilized in assessment of the verbal intellectual development of school-age children with visual impairments.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Tests and Measurements.en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectEducation, Special.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Education and Rehabilitationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorAntia, Shirin D.en_US
dc.contributor.advisorErin, Jane N.en_US
dc.identifier.proquest9720646en_US
dc.identifier.bibrecord.b34563118en_US
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