A short form of the Wechsler preschool and primary scale of intelligence-revised

doi:10.1016/0022-4405(91)90004-B

Journal of School Psychology

Volume 29, Issue 3, Autumn 1991, Pages 229-236

https://doi.org/10.1016/0022-4405(91)90004-B Get rights and content

Abstract

Data from the standardization sample of the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) were used to develop a table that gives Full Scale IQs for a four-subtest abbreviated form of the scale. The short-form is composed of the Comprehension and Arithmetic subsets from the Verbal scale and the Picture Completion and Block Design subtests from the Performance scale. Reliability and validity coefficients and standard error of estimates for the abbreviated WPPSI-R IQs are reported, and guidelines for appropriate use of this scale are also discussed.

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Classrooms can create barriers to young autistic students’ social and behavioral success at school. Better quality student-teacher relationships (STRs) have been associated with improved student social and behavioral outcomes. When teachers use more positive response strategies (e.g., praise), they create more opportunities for positive interactions with students, likely developing closer STRs.
The present study uses SEM to investigate a path by which teachers’ use of positive response strategies is associated with closer STRs, which lead to improved social functioning and classroom engagement for N = 145 young autistic students (age 4–7 years). Factors contributing to teachers’ reported frequency of using positive response strategies were also explored using multiple linear regression.
The model was a close fit to the data (χ2 (18, N = 145) = 18.4, p = .43, TLI = 1.0, CFI = 1.0, RMSEA = .01). Teachers who reported using positive response strategies more frequently had significantly closer STRs, which were associated with lasting improvements in students’ social functioning and engagement in the classroom. Positive response strategies that teachers reported using most frequently were praise, positive comments, and incentives. Teachers’ perceived usefulness of positive response strategies and regular trainings in autism were significantly associated with frequency of positive response strategy use.
Positive, supportive classrooms in which teachers utilized more positive response strategies and developed closer STRs were associated with young autistic students’ academic engagement and social functioning. Regular autism trainings and perceived usefulness of positive response strategies emerged as significant factors for teachers’ use of strategies.
Early-life stature, preschool cognitive development, schooling attainment, and cognitive functioning in adulthood: a prospective study in four birth cohorts
2023, The Lancet Global Health
Citation Excerpt :
IQ remains a widely accepted and reliable index of individual differences in general cognitive ability and marker of human-capital outcomes. In Brazil, a short form of the Wechsler Preschool Intelligence Scale (WPPSI),24 consisting of two verbal subtests (comprehension and arithmetic) and two non-verbal subtests (figure completion and construction with cubes), adapted and translated into Portuguese, was administered at a mean age of 4·5 years. In Guatemala, a comprehensive battery of 10–22 modules taken from various sources including the WPPSI was administered annually from age 3 to 7 years.25
Nutrition is important for growth and brain development and therefore cognitive ability. Growth faltering in early childhood, an important indicator of early adversity, is associated with poorer developmental outcomes, some into adulthood, but this association probably reflects early-life deprivation. We aimed to investigate the associations between early-life stature, child IQ, and adult IQ.
In this cohort study, we used prospective longitudinal data collected in four birth cohorts from Brazil (born in 1993), Guatemala (born in 1969–77), the Philippines (born in 1983–84), and South Africa (born in 1990). Using multivariable linear models, we estimated the relative contributions of early-life stature, child IQ, and schooling (highest school year completed) to adult IQ, including interaction effects among the early-childhood measures and schooling.
We included 2614 individuals in the analysis. Early-life stature was associated with adult IQ (range across eight site-by-sex groups –0·14 to 3·17 IQ points) and schooling (–0·05 to 0·77 years) per height-for-age Z-score. These associations were attenuated when controlling for child IQ (–0·86 to 1·72 for adult IQ and –0·5 to 0·60 for schooling). The association of early-life stature with adult IQ was further attenuated when controlling for schooling (–1·86 to 1·21). Child IQ was associated with adult IQ (range 3·91 to 10·02 points) and schooling (0·25 to 1·30 years) per SD of child IQ in all groups; these associations were unattenuated by the addition of early-life stature to the models. The interaction between schooling and child IQ, but not that between schooling and early-life stature, was positively associated with adult IQ across groups.
The observed associations of early-life stature with adult IQ and schooling varied across cohorts and sexes and explained little variance in adult IQ beyond that explained by child IQ. These findings suggest that interventions targeted at growth for health and early development are important. Our results are consistent with the inference that improving long-term cognitive outcomes might require interventions that more specifically target early cognitive ability.
Bill & Melinda Gates Foundation.
Student–teacher relationships of children with autism spectrum disorder: Distinct contributions of language domains
2019, Research in Developmental Disabilities
Citation Excerpt :
Three subtests were administered (Vocabulary, Matrix Reasoning, Picture Completion), from which a full-scale IQ score was estimated using Sattler's conversion tables (Sattler, 2008). Abbreviated versions of the WPPSI have demonstrated high reliability and convergent validity (e.g., LoBello, 1991), and the composite score from this 3-subtest version of the WPPSI has been shown to correlate strongly (r = .90) with the full-scale IQ in the normative sample (Sattler, 2008). Language skills were assessed using the Comprehensive Assessment of Spoken Language (CASL: Carrow-Woolfolk, 1999), a standardized assessment of spoken language in youth between the ages of 3 and 21 years.
High quality student–teacher relationships (STR) are important for children's academic and social development. We explore how individual child language domains (semantics, syntax, pragmatics), teacher years of experience, and classroom placement (general or special education) relate to STR quality for children with autism spectrum disorder (ASD) across the school year.
191 children with ASD (M_age = 5.6 years) completed a standardized language assessment and their teachers reported on STR quality twice during the school year.
Pragmatics, but not semantics or syntax, had a direct effect on student–teacher closeness. The association between semantics and closeness was moderated by classroom type; for students with low semantics, teacher-reported closeness was lower in general versus special education. Teachers in special versus general education classrooms reported closer relationships. More experienced teachers reported closer and less conflictual relationships. None of the three language domains were associated with student–teacher conflict.
Pragmatic and semantic language skills were associated with closer relationships. Language-focused therapies may be effective in carrying over to impact STR quality. Given the stability in relationship quality, targeted interventions should be delivered to teachers at the beginning of the school year to support positive relationship development.
The validation of a scale to measure cognitive development in Chinese preschool children
2013, Research in Developmental Disabilities
Citation Excerpt :
Third, due to logistic problems, the short form WPPSI-R was used for two thirds of the participants and this was less than ideal. However, the correlation between the short form estimated IQ and full form IQ was over .90 which was comparable to that (r = .92) reported by LoBello (1991). Fourth, in its present form, it was not clear whether the cognitive sub-test total scores of the PDAS could differentiate between children with different levels of disability.
The present study aimed to evaluate the reliability and validity of the cognitive sub-test of the Preschool Developmental Assessment Scale (PDAS) for Hong Kong Chinese children. Participants included 378 children (189 boys and 189 girls) aged 3–6 years old, with 324 children with typical development and 54 children with developmental disabilities. They were administered the cognitive sub-test of the PDAS and the Wechsler Preschool and Primary Scale of Intelligence – Revised (WPPSI-R). The PDAS cognitive sub-test total scores correlated positively with the WPPSI-R scores. It could differentiate children from different age groups, with younger children attaining significantly lower scores than older children. The sub-test could also differentiate children with typical development from those with developmental disabilities, with the latter attaining significantly lower scores. The sensitivity and specificity were around 80%. Internal consistency (KR-20) was .93 and test–retest reliability was .81. The cognitive sub-test of the PDAS was found to be a promising screening tool for the identification of preschool children with developmental disabilities.
Early school-based learning difficulties in children born very preterm
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Educational underachievement is a major morbidity associated with very preterm (VPT) birth. However, few studies have examined early school outcomes with most employing global, clinic based measures.
To examine the early school achievement in a cohort of children born VPT and studied to age 6 years.
A regional cohort of 102 VPT children (≤ 33 weeks GA) were followed prospectively alongside a comparison group of 108 full term (FT) children born during the same period (1998–2000). At 6 years corrected age, all children underwent a comprehensive neurodevelopmental evaluation that included the Woodcock-Johnson Tests of Achievement (WJ-III), teacher report and national numeracy and literacy test results. Rates of specific learning disabilities (LD) were also examined.
VPT children performed less well than FT children on WJ-III subtests (ps < .05), national tests (ps < .01), and in all curricular areas rated by teachers (ps < .01) except expressive language. Even VPT children without severe neurodevelopmental impairment scored lower on the WJ-III math, national tests (ps < .05) and were 2–3 times more likely to show delays (ps < .02) in math (43% vs. 19%), written language (36% vs. 22%), language comprehension (26% vs. 14%), handwriting (36% vs. 17%), spelling (38% vs. 30%) and physical education (33% vs. 11%). They were also twice as likely as FT children to have math LD (47% vs. 21%).
By age 6, a substantial proportion of VPT children are lagging behind their FT peers across multiple curriculum areas, with difficulties being most prominent in math. Findings highlight the need for early identification and educational supports to help maximise VPT children's learning opportunities during the transition to school.
Preschool Executive Control on the Shape School Task: Measurement Considerations and Utility
2011, Psychological Assessment

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A short form of the Wechsler preschool and primary scale of intelligence-revised

Abstract

Use of appropriate formulas for selecting WAIS-R short forms

Journal of Consulting and Clinical Psychology

Estimating the Full Scale score on the Wechsler Adult Intelligence Scale from scores on four subtests

Journal of Consulting Psychology

A short form of the Wechsler Preschool and Primary Scale of Intelligence

Journal of Consulting and Clinical Psychology

Should short-form validity coefficients be corrected?

Journal of Consulting and Clinical Psychology

Assessing adolescent and adult intelligence

Significant differences between subsets on the Wechsler Preschool and Primary Scale of Intelligence

A short-form WAIS-R for mentally retarded adults

Educational and Psychological Research

Test scatter on the WPPSI: Normative analyses of the standardization sample

Journal of Learning Disabilities

An abbreviation of the WAIS for clinical use

Journal of Clinical Psychology

A short of the WISC and WAIS for screening purposes

Psychological Reports