Assessment of visual-motor coordination in 6- to 11-yr.-olds.

The concurrent and content validity of the Rey-Osterrieth Complex Figure Test and the Beery Developmental Test of Visual-Motor Integration-Third Revision were investigated through correlational analysis. 432 children, ages 6 to 11 years, were administered both tests. Across age groups participants performed better on both measures, providing support for the similarity of the measures and their sensitivity to the development of visuomotor integration. Although analysis indicated considerable overlap in the content of the two scales, the shared variance ranged from 7% to 31%, depending on the age of the child. The Rey-Osterrieth figure is composed of overlapping squares, rectangles, triangles, and various other shapes. Given this complex combination, scores on this test reflect the examinees' visual organization and motor planning skills. On the other hand, the Beery test consists of a series of shapes which progress from simple figures to more complex ones. Because the figures become more difficult to copy, the score on this test reflects the examinees' developmental level of visuomotor ability. Despite these differences in test stimuli and interpretation of performance, the present study showed considerable shared variance in the scores of the examinees who took both tests. Finally, local norms for the Rey-Osterrieth figure using the scoring approach of E. M. Taylor (1959, adapted from Osterrieth, 1944) and including standard scores are presented for children ages 6 to 11 years.

Optimal short forms of the Spanish WAIS (EIWA).

Although the Spanish version of the WAIS (Escala de Inteligencia Wechsler para Adultos, EIWA) is widely used as a measure of intelligence in Spanish-speaking populations, little is known about the psychometric characteristics of the test beyond the information given in the test manual. Despite this, users have assumed that the test functions clinically and statistically as does the original WAIS. This assumption has been applied to the area of short test forms which are assumed to be as valid as those used with the WAIS. The present study is an attempt to determine the optimal two-, three-, four-, and five-test short forms for estimation of Full Scale IQ based on the EIWA standardization test data. In addition, the relative amount of common and specific variance in the EIWA subtests was determined, along with the degree of measurement error. The study emphasizes the limitations of using the EIWA arising from its out-of-date norms, use of a restricted Spanish-speaking population, and failure to make updates since its introduction. These cautions suggest that the EIWA (long and short forms) should not be used for determining IQs; instead its use should be limited to research and to tracking cognitive changes over time.

Bias in the use of standard American norms with Spanish translations of the Wechsler Memory Scale-Revised.

Although most clinicians would readily agree that there is a need for Spanish translations and normative samples of major psychological tests because of the large number of individuals within the United States whose primary language is Spanish, there are in fact few well normed tests applicable to the Spanish-speaking client in the U.S. As a result, many clinicians administer cognitive tests normed on English-speaking American populations translated into Spanish, then interpret the test results using the standard American norms. The argument is generally made that such a procedure is a reasonable approximation and when cautiously interpreted can be useful. The present study investigated the impact of this practice by using the Wechsler Memory Scale-Revised (WMS-R) on Spanish-speaking adults. A group of 50 normal Hispanic Americans aged 25 to 34 years were administered the WMS-R translated into Spanish. Results showed that using English-language standard norms resulted in Spanish-speaking normal individuals getting scores an average of 1 standard deviation below "average." These findings were present not only for verbal but for nonverbal tests as well. Based on these results we strongly argue against the clinical practice of using translations of English language tests without renorming and running new validity tests.

Interpretation of VIQ-PIQ and intersubtest differences on the Spanish version of the WAIS.

Although the Spanish version of the Wechsler Adult Intelligence Scale (WAIS; Escala de Inteligencia Wechsler para Adultos [EIWA]) is the most frequently used intellectual assessment for Spanish speaking clients in the United States, there is little information available on score differences necessary to establish reliable and abnormal differences between Performance IQ (PIQ) and Verbal IQ (VIQ), and between the various subtests of the EIWA. The present study, based on EIWA standardization data (N = 616 Puerto Ricans), reports reliability data and base rates to assist in evaluating the clinical significance of PIQ-VIQ differences. The results demonstrated substantial similarity between the EIWA and the English versions of the Wechsler tests. The interpretation of these differences is discussed, and tables are presented of statistically and clinically significant differences.

Factor analysis of the WISC-R (Spanish version) at 11 age levels between 6 1/2 and 16 1/2 years.

The Spanish version of the Wechsler Intelligence Scale for Children-Revised (WISC-R, Wechsler, 1974)-the Escala de Inteligencia para Niños-Revision (EIWN-R, Wechsler, 1982)-has a potentially important role in the assessment of Hispanic children. However, little is known regarding its psychometric characteristics. This study used the normative data from the EIWN-R standardization sample (N = 532 Cuban Americans) to examine its factorial composition and general comparability with the WISC-R. Within each of the 11 age groups (ages 6 1/2 to 16 1/2), the correlation matrix of raw scores was subjected to a principal components analysis and varimax rotation. The results supported a 2-factor solution across age groups roughly corresponding with Wechsler's verbal and performance dimensions. The existence of a meaningful third factor, which has empirical support in the WISC-R literature, failed to emerge for the EIWN-R.