ABSTRACT
Various short forms of the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III; D. Wechsler, 1997) have been investigated, but limited information is available regarding the usefulness of any WAIS-III abbreviation with intellectually deficient individuals. Our study compared the validities of two WAIS-III selected-item short forms in a sample of 59 individuals with full scale IQs (FSIQs) of 79 or lower. The performance of both short forms was adequate, but the results gave a consistent edge to an adapted version of the Satz-Mogel (1962) short form in comparison to the abbreviated form by J. H. Wymer, K. Rayls, and M. T. Wagner (2003). The correlation (r = .98) of Satz-Mogel estimates with WAIS-III FSIQ scores was slightly higher than the correlation (r = .97) for estimates from Wymer et al.'s abbreviated form, and Satz-Mogel estimates did not differ significantly from actual FSIQs. In comparison to individual classification (FSIQ > 70 versus FSIQ < or = 70) obtained with the full WAIS-III, the misclassification rate was somewhat lower for the Satz-Mogel short form. Although both short forms performed reasonably well, practitioners should be cautious when utilizing any short form to make decisions about individuals.
Subject(s)
Intellectual Disability/diagnosis , Wechsler Scales/statistics & numerical data , Adolescent , Adult , Chi-Square Distribution , Humans , Intellectual Disability/classification , Intellectual Disability/psychology , Middle Aged , Psychometrics , Reproducibility of ResultsABSTRACT
The present investigation examined the relationships for scores on the Stroop Color and Word Test with measures of reading and language achievement within an adult population. The Stroop Color and Word Test, Nelson-Denny Reading Test, Woodcock-Johnson Psycho-Educational Battery-Revised, and Wide Range Achievement Test-3 were administered to 99 men ranging in age from 18 to 27 years. Pearson product-moment correlations indicated that the Stroop Word task was positively associated with scores on the WRAT-3 Spelling task, the Woodcock-Johnson Basic and Broad Reading tasks, and the Nelson-Denny Rcading Rate and Comprehension tasks. These and other significant relationships were discussed in terms of possible implications regarding the assessment of reading achievement.
