Cognitive performance of children referred for clinical and educational diagnoses.
AuthorAxinn, Dede Susan.
Committee ChairMishra, Shitala P.
MetadataShow full item record
PublisherThe University of Arizona.
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.
AbstractThe Wechsler Intelligence Scale for Children, third edition (WISC-III) (Wechsler, 1991) was used to compare cognitive performance of children who were referred for diagnosis in an educational setting with others referred for diagnosis in a clinical setting. The WISC-III was administered to 60 school-aged children in the present study. An exploratory factor analysis was used to examine the four-factor structure for both groups of children as well and compared to the WISC-III norming sample. Factor analytic results indicated some similarities as well as differences in the factorial composition of the two groups of subjects. Factor 1 (Verbal Comprehension) and Factor 3 (Freedom from Distractibility) were found to be similar for the two groups. No significant differences in the average performance of the two groups of children were found in terms of subtest scores, IQs, or factor index scores. The implications for the use of the WISC-III based on these results are discussed.
Degree ProgramEducational Psychology