Swipe om te navigeren naar een ander artikel
Decades of research have demonstrated links between behavioral adjustment and cognitive ability. However, little attention has been given to examining the relations between behavioral adjustment and IQ utilizing the most recent edition of the Wechsler Intelligence Scale for Children (i.e., WISC-IV). The WISC has undergone substantial revisions designed to produce more reliable and valid intellectual profiles. The release of a new edition provides a unique opportunity to revisit questions about IQ profiles and behavior. Consequently, we compared the relations between behavior problems and the WISC-III or WISC-IV. All 290 child participants were referred by their parent for a psychoeducational assessment due to academic concerns. This was a diverse sample. The majority was from a low-income family. Eighty-eight completed the WISC-III; 202 completed the WISC-IV. We found a number of differences between the WISC-III and WISC-IV in their relation to behavior problems, including significant negative relations between WISC-III IQ scores and adjustment scores that did not hold up with the WISC-IV. This may suggest that the WISC-IV is better than its predecessors at estimating IQ independently of behavior problems, which is important when testing clinically referred children. We also discuss alternate explanations and additional factors to consider.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Achenbach, T. M. (1991). Integrative guide for the 1991 CBCL/4-18, YSR and TRF profiles. Burlington: University of Vermont.
Binet, A. (1909). Les idees modernes sur les enfants. Paris: Flammarion.
Cicchetti, D., & Richters, J. E. (1993). Developmental considerations in the investigation of conduct disorder. Development and Psychopathology, 5(1–2), 331–344. CrossRef
Cole, D. A., Tram, J. M., Martin, J. M., Hoffman, K. B., Ruiz, M. D., Jacquez, F. M., et al. (2002). Individual differences in the emergence of depressive symptoms in children and adolescents: A longitudinal investigation of parent and child reports. Journal of Abnormal Psychology, 111(1), 156–165. PubMedCrossRef
Davis, T., Ollendick, T. H., & Nebel-Schwalm, M. (2008). Intellectual ability and achievement in anxiety-disordered children: A clarification and extension of the literature. Journal of Psychopathology and Behavioral Assessment, 30(1), 43–51. CrossRef
Evans, M. (1993). Communicative competence as a dimension of shyness. In K. H. Rubin & J. B. Asendorpf (Eds.), Social withdrawal, inhibition, and shyness in childhood (pp. 189–212). Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
Farrington, D. P., & Hawkins, J. (1991). Predicting participation, early onset and later persistence in officially recorded offending. Criminal Behaviour and Mental Health, 1(1), 1–33.
Fisher, R. A. (1921). On the “probable error” of a coefficient of correlation deduced from a small sample. Metron, 1, 3–32.
Giancola, P. R., & Zeichner, A. (1994). Intellectual ability and aggressive behavior in nonclinical-nonforensic males. Journal of Psychopathology and Behavioral Assessment, 16(2), 121–130. CrossRef
Glutting, J. J., Oakland, T., & Konold, T. R. (1994). Criterion-related bias with the guide to the assessment of test-session behavior for the WISC-III and WIAT: Possible race/ethnicity, gender, and SES effects. Journal of School Psychology, 32(4), 355–369. CrossRef
Gordon, M., DiNiro, D., Mettelman, B. B., & Tallmadge, J. (1989). Observations of test behavior, quantitative scores, and teacher ratings. Journal of Psychoeducational Assessment, 7(2), 141–147. CrossRef
Jaggers, C. H. (1934). The relation of intelligence to behavior in school children. Peabody Journal of Education, 11, 254–259. CrossRef
Konold, T. R., Maller, S. J., & Glutting, J. J. (1998). Measurement and non-measurement influences of test-session behavior on individually administered measures of intelligence. Journal of School Psychology, 36(4), 417–432. CrossRef
Korenman, S., Miller, J. E., & Sjaastad, J. E. (1995). Long-term poverty and child development in the United States: Results from the NLSY. Children and Youth Services Review, 17(1–2), 127–155. CrossRef
Kuentzel, J. G., Hetterscheidt, L. A., & Barnett, D. (2011). Testing intelligently includes double-checking wechsler IQ scores. Journal of Psychoeducational Assessment, 29(1), 39–46. CrossRef
Lipsitz, J. D., Dworkin, R. H., & Erlenmeyer-Kimling, L. L. (1993). Wechsler Comprehension and Picture Arrangement subtests and social adjustment. Psychological Assessment, 5(4), 430–437. CrossRef
Mayes, S., & Calhoun, S. L. (2007). Wechsler Intelligence Scale for Children Third and Fourth Edition predictors of academic achievement in children with attention-deficit/hyperactivity disorder. School Psychology Quarterly, 22(2), 234–249. CrossRef
McKinney, C., & Renk, K. (2007). Emerging research and theory in the etiology of Oppositional Defiant Disorder: Current concerns and future directions. International Journal of Behavioral Consultation And Therapy, 3(3), 349–371. CrossRef
Moffitt, T. E. (1993). The neuropsychology of conduct disorder. Development and Psychopathology, 5(1–2), 135–151. CrossRef
Prifitera, A., Saklofske, D. H., Weiss, L. G., & Rolfhus, E. (2005). The WISC-IV in the clinical assessment context. In A. Prifitera, D. H. Saklofske, & L. G. Weiss (Eds.), WISC-IV clinical use and interpretation: Scientist-practitioner perspectives (pp. 3–32). San Diego, CA: Elsevier Academic Press. CrossRef
Sattler, J. M., & Hoge, R. D. (2006). Assessment of children: Behavioral, social, and clinical foundations (5th ed.). San Diego, CA: Jerome M. Sattler.
Sipps, G. J., Berry, G., & Lynch, E. M. (1987). WAIS—R and social intelligence: A test of established assumptions that uses the CPI. Journal of Clinical Psychology, 43(5), 499–504. CrossRef
Wechsler, D. (1974). Wechsler Intelligence Scale for Children-Revised edition. San Antonio, TX: The Psychological Corporation.
Wechsler, D. (1991). Wechsler Intelligence Scale for Children (3rd ed.). San Antonio, TX: Psychological Corporation.
Wechsler, D. (2003). WISC-IV technical and interpretive manual. San Antonio, TX: Psychological Corporation.
Williams, P. E., Weiss, L. G., & Rolfhus, E. L. (2003). Theoretical model and test blueprint (WISC-IV Technical Report No. 1). San Antonio, TX: Psychological Corp.
- Tell Me More About It: A Query into the Relations Between Intelligence Scores and Problem Behaviors Using the WISC-IV
Alicia M. January
Marla G. Bartoi
Jeffrey G. Kuentzel
Cheryl L. Somers
- Springer US