Comparison of the Wechsler Preschool and Primary Scale of Intelligence--Third Edition and the Leiter-R Intellectual Assessments for Clinic-Referred Children

Autor/inn/en	Renaud, Florence; Béliveau, Marie-Julie; Akzam-Ouellette, Marc-Antoine; Jauvin, Karine; Labelle, Fannie
Titel	Comparison of the Wechsler Preschool and Primary Scale of Intelligence--Third Edition and the Leiter-R Intellectual Assessments for Clinic-Referred Children
Quelle	In: Journal of Psychoeducational Assessment, 40 (2022) 7, S.825-838 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Béliveau, Marie-Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829221105388
Schlagwörter	Cognitive Development; Intelligence Tests; Young Children; Referral; Cognitive Ability; Foreign Countries; Canada; Wechsler Preschool and Primary Scale of Intelligence; Leiter International Performance Scale + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Intelligence test; Intelligenztest; Frühe Kindheit; Denkfähigkeit; Ausland; Kanada
Abstract	A review of clinical records was conducted for children with developmental, emotional, and behavioral difficulties who were assessed with both the Wechsler preschool and primary scale of intelligence-third edition (WPPSI-III[superscript CDN]; Wechsler, 2004) and the Leiter international performance scale--revised (Leiter-R; Roid & Miller, 1997) within the same psychological evaluation. Forty children, ages 3-7, were included in this study. Pearson correlations showed that the IQ scores of the two instruments are strongly related (r > 0.70; p < 0.001). However, paired t-tests showed that overall Leiter-R scores (M = 99.03) were significantly higher than WPPSI-III[superscript CDN] scores (PIQ; M = 82.28, FSIQ; M = 75.24) (p < 0.001). The discrepancies between the instrument's scores were clinically important as the use of only one of the two instruments could result in misclassification of child intellectual ability. These results should prompt professionals working with this clinical population to be cautious when using results from a single instrument in a child's intellectual evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01