A Comparison of DAS and WISC-III Scores for Children with Disabilities.

Autor/inn/en	Nichols, Katurah; Ward, Sandra
Titel	A Comparison of DAS and WISC-III Scores for Children with Disabilities.
Quelle	(1998), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Development; Disability Identification; Intelligence; Intelligence Tests; Learning Disabilities; Validity; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Kindesentwicklung; Intelligenz; Klugheit; Intelligence test; Intelligenztest; Learning handicap; Lernbehinderung; Gültigkeit
Abstract	The Differential Ability Scales (DAS) was created to provide practitioners with an alternative instrument that may be as effective as WISC-III in picking up specific patterns of learning difficulties. Useful features and differences in the administration strategy of DAS are reviewed. DAS provides extended age ranges and out-of-level testing, improving its usefulness for students from a non-normal sample. Scoring is reviewed. The differences of outcomes on the DAS and WISC-III are investigated in a sample of children receiving LD services (N=26). Descriptive statistics are reviewed for the sample. Comparisons are made between DAS General Conceptual Ability (GCA) (total cognitive score) and WISC-III Full Scale IQ (FSIQ). Analyses of correlations between WISC-III IQ's and DAS cluster scores are presented. Intercorrelations are presented for Verbal IQ (VIQ), Performance IQ (PIQ) and Full Scale IQ (FIQ) of the WISC-III; and for Verbal Comprehension, Non-verbal, Spatial, and GCA scores of the DAS. Differences between mean scores of WISC-III IQ's and DAS cluster scores, and correlations between significant differences for individuals are presented. Evidence of concurrent validity is presented. Findings support the usefulness of this test with an LD population. Implications of these findings are discussed in the context of educational assessment and clinical use. (EMK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC