A WISC-III short form and the Woodcock-Johnson III tests of cognitive abilities : correlations with gifted children

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dc.contributor.advisor Gridley, Betty E. en_US
dc.contributor.author Norman Prater, Kimberly en_US
dc.date.accessioned 2011-06-03T19:29:34Z
dc.date.available 2011-06-03T19:29:34Z
dc.date.created 2004 en_US
dc.date.issued 2004
dc.identifier LD2489.Z68 2004 .N67 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/179169
dc.description.abstract The overall purpose of this study was to investigate the nature of the relationship between a recently revised, multidimensional intelligence test (WJ III COG) and a short form of an older, well-established intelligence test (WISC-III) with intellectually gifted children. As such, this study examined the implications of using a theoretically and empirically sound choice (WJ III COG) as compared to a more practical alternative (i.e., WISC-III short form); it also explored the impact of different cut-off and eligibility criteria upon eligibility decisions. Participants were solicited from a group of 75 students who had been nominated for a gifted program at a small elementary school located on the urban fringe of a midsize city in the Midwest. Thirty-five students, ranging in age from 9 years, 2 months to 11 years, 1 month, participated in this study. The sample included 15 students who were admitted into the program and 20 students who were deemed ineligible. The WISC-III short form exhibited a positive relationship with the WJ III COG, as its FSIQ estimate correlated significantly with both the WJ III COG GIA-Std and BIA scores, accounting for approximately 33% and 35% of the variance, respectively. The eligible group performed significantly higher on the WISC-III short form than the WJ III COG, whereas the ineligible group performed consistently across all global measures of intelligence. The eligibility of 46% of the sample varied as a result of the test and restrictiveness of the cut-off criteria. More students were identified as intellectually gifted when flexible, rather than strict, cut-off criteria were used to make eligibility decisions. Moreover, the eligibility of approximately 63% of the participants varied as a result of the test and whether eligibility criteria involved general and specific intellectual abilities or solely general intellectual ability. More students were deemed eligible when general and specific intellectual abilities were considered as compared to decisions based only on general intellectual ability. en_US
dc.description.sponsorship Department of Educational Psychology
dc.format.extent ix, 129 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Gifted children -- Intelligence testing. en_US
dc.subject.lcsh Wechsler Intelligence Scale for Children. en_US
dc.subject.lcsh Woodcock-Johnson Tests of Cognitive Ability. en_US
dc.title A WISC-III short form and the Woodcock-Johnson III tests of cognitive abilities : correlations with gifted children en_US
dc.title.alternative Wechsler Intelligence Scale for Children--third edition short form and the Woodcock-Johnson third edition tests of cognitive abilities en_US
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1292036 en_US

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  • Doctoral Dissertations [3134]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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