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Investigation of the WISC-III and WASI in clinical child populations : a framework for further exploration

Scott, Wayne C., Austin, David W. and Reid, David S. 2007, Investigation of the WISC-III and WASI in clinical child populations : a framework for further exploration, Canadian journal of school psychology, vol. 22, no. 2, pp. 249-254, doi: 10.1177/0829573507308162.

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Title Investigation of the WISC-III and WASI in clinical child populations : a framework for further exploration
Author(s) Scott, Wayne C.
Austin, David W.ORCID iD for Austin, David W. orcid.org/0000-0002-1296-3555
Reid, David S.
Journal name Canadian journal of school psychology
Volume number 22
Issue number 2
Start page 249
End page 254
Total pages 6
Publisher Sage
Place of publication Thousand Oaks, Calif.
Publication date 2007
ISSN 0829-5735
2154-3984
Keyword(s) WISC-III
WASI
clinical population
difference scores
Summary To promote efficient clinical practice, interest has been growing in brief assessment scales to replace full-scale versions in some circumstances. In nonclinical populations, the Wechsler Abbreviated Scale of Intelligence (WASI) has substituted for the Wechsler Intelligence Scale for Children—Third Edition (WISC-III). Agreement between these scales remains untested in clinical populations. Twenty-five children, aged 6 to 15 years old were assessed. A correlational and within-participant design was used. These scales were significantly correlated. Despite a fourth edition of the WISC now available, WASI administration alone would at times appear to be a quick and valid estimate of IQ. Replication with the WISC-IV seems necessary to clarify the verbal/ performance distance criterion discrepancy and also the meaning of some variability between the scale and subtests.
Language eng
DOI 10.1177/0829573507308162
Field of Research 179999 Psychology and Cognitive Sciences not elsewhere classified
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C3.1 Non-refereed articles in a professional journal
Copyright notice ©2007, Sage
Persistent URL http://hdl.handle.net/10536/DRO/DU:30052228

Document type: Journal Article
Collection: School of Psychology
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