Construct Validity of the Wisc-III Verbal and Performance Factors for Black Special Education Students

Assessment ◽  
1997 ◽  
Vol 4 (3) ◽  
pp. 297-304 ◽  
Author(s):  
Joseph C. Kush ◽  
Marley W. Watkins
Keyword(s):  
Special Education ◽  
Factor Structure ◽  
Special Education Students ◽  
Future Research ◽  
Special Education Services ◽  
Education Students ◽  
Intelligence Scale ◽  
Performance Factors ◽  
And Performance ◽  
Diverse Groups

The underlying factor structure of the revised edition of the Wechsler Intelligence Scale for Children (WISC-R) was consistently found to be comparable between regular and special education students as well as across Anglo, Black, and Hispanic populations. A commensurate research base across exceptionality and ethnic group has not been established for the recently published third edition of the Wechsler Intelligence Scale for Children (WISC-III), making it vital that information regarding the psychometric properties of the WISC-III among diverse groups of children be collected. This study examines the factor structure of the 10 WISC-III core subtests among a sample of Black students receiving special education services. Results provided evidence of a large, first principal factor as well as the expected Verbal and Performance factors. Implications for psychologists are presented, and recommendations for future research are provided.

Academic, Social, and Behavioral Adjustment for Students Declassified from Special Education

1996 ◽  
Vol 63 (1) ◽  
pp. 89-100 ◽  
Author(s):  
Elaine Carlson ◽  
Lucian Parshall
Keyword(s):  
Special Education ◽  
General Education ◽  
Preliminary Investigation ◽  
Behavioral Adjustment ◽  
Special Education Students ◽  
Department Of Education ◽  
Full Time ◽  
Special Education Services ◽  
Education Students ◽  
The Past

Each year 7% of Michigan's special education students return to full-time general education programs through declassification. In a preliminary investigation of declassification from special education, the authors analyzed data collected by the Michigan Department of Education over the past 5 years. Respondents suggested that, as a group, students declassified from special education are academically, socially, and behaviorally well adjusted; but teachers or counselors of 11% of the declassified students felt that these students continued to require special education services. Within 3 years, 4% of declassified students had returned to special education. Particularly noteworthy were the relatively poor results for declassified students with emotional impairments.

Who Leaves and Who Stays in Special Education: A 2-Year Follow-up Study

1988 ◽  
Vol 54 (5) ◽  
pp. 393-402 ◽  
Author(s):  
Deborah K. Walker ◽  
Judith D. Singer ◽  
Judith S. Palfrey ◽  
Michele Orza ◽  
Marta Wenger ◽  
...  
Keyword(s):  
Special Education ◽  
Family Background ◽  
Special Education Students ◽  
Special Education Services ◽  
Education Students ◽  
Education Services ◽  
Follow Up Study ◽  
The Stability ◽  
Mobility Status

A 2-year follow-up study assessed the stability of special education students' mobility, status, and classification labels. A total of 1,184 students were selected in fall 1982 from the elementary special education programs of three cities. Two years later, 92% remained in their school district. Of these, 71% stayed in special education with the same classification, 12% remained with a different classification, and 17% were no longer receiving special education services. The child's original primary classification was the strongest predictor of reclassification and termination. Family background contributed most to mobility. Implications for practice and research are discussed.

Correlations among Special Education Students' Wisc—R IQS and Sra Scores

1991 ◽  
Vol 73 (3_suppl) ◽  
pp. 1225-1226
Author(s):  
Terri Schellinger ◽  
John Beer
Keyword(s):  
Special Education ◽  
Sex Differences ◽  
School Districts ◽  
Special Education Students ◽  
Full Scale ◽  
Education Students ◽  
North Central ◽  
Academic Abilities ◽  
And Performance

For 50 children in special education from rural north central Kansas school districts (30 boys, 20 girls) were recorded SRA scores (Composite, Reading, Mathematics, and Education Quotient) and WISC—R IQs (Full Scale, Verbal, and Performance). There were no sex differences on any variable and all variables intercorrelated (Pearson) significantly. The two tests gave similar results over-all, confirming that the individually administered WISC—R and the group-administered SRA provide information on children's academic abilities and, used together, give a basis for appropriate judgments regarding academic abilities.

Developing a School-Based Discourse for Literacy Learning: A Principled Search for Understanding

1994 ◽  
Vol 17 (1) ◽  
pp. 2-32 ◽  
Author(s):  
Carol Sue Englert ◽  
Taffy E. Raphael ◽  
Troy V. Mariage
Keyword(s):  
Special Education ◽  
Classroom Discourse ◽  
Literacy Learning ◽  
Special Education Students ◽  
Education Students ◽  
Literacy Curriculum ◽  
Writing Project ◽  
School Based ◽  
Literacy Knowledge ◽  
And Performance

In this article we present an integrated literacy curriculum for special education students that was designed to promote classroom discourse for negotiating and constructing meanings in reading and writing. Project principles and activities are discussed, with a focus both on how teachers lead their students' literacy development and on how such instruction affects their special education students' literacy knowledge and performance.

Comparison of Scores on WISC-III and WISC—R of Urban Learning Disabled Students

1995 ◽  
Vol 77 (2) ◽  
pp. 473-474 ◽  
Author(s):  
Christie M. Gunter ◽  
Gary L. Sapp ◽  
Anthony C. Green
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Urban Students ◽  
Special Education Services ◽  
Disabled Students ◽  
Intelligence Scale ◽  
Education Services ◽  
Picture Arrangement ◽  
And Performance

Wechsler Intelligence Scale for Children-III IQs and Wechsler Intelligence Scale for Children—Revised IQs of 16 preadolescents who were learning disabled, urban students (14 black) receiving special education services were compared. Analyses indicated lower mean WISC-III IQs, correlations of .57, .74, and .72 between scores on Full, Verbal, and Performance Scales, respectively, and significant correlations of .44 to .80 between respective sets of subtests. Exceptions were Information (.34), Similarities (.30), and Picture Arrangement (.15). These results suggest that the WISC-III may compare favorably with the WISC—R, if replicated with a substantial group.

scholarly journals A Model of Distance Special Education Support Services Amidst COVID-19

2020 ◽  
Author(s):  
Janice K. Frederick ◽  
Ginger R. Raabe ◽  
Valerie Rogers ◽  
Jessica Pizzica
Keyword(s):  
Special Education ◽  
The United States ◽  
Special Education Students ◽  
Special Education Services ◽  
Education Students ◽  
School Closures ◽  
Behavioral Supports ◽  
Collaboration Process ◽  
Education Support ◽  
And Behavior

The COVID-19 pandemic has significantly impacted the everyday life of many individuals across the globe. The school closures across the majority of the United States have presented administrators, educators, and behavior analysts with the unprecedented task of deciding how best to teach and support our students, especially those accessing special education services. The current paper describes the steps our program took, in light of school closures, to advocate for and ultimately create and implement a model that allows special education students to access the behavior analytic educational supports they had received on campus (e.g., BCBA and paraprofessional support) in a novel and remote manner. We share details regarding the advocacy and collaboration process as well as the distance special education support model itself in hopes that similar processes and models can be implemented across geographical locations to assist special education students in accessing their educational and behavioral supports in a meaningful way throughout current and future school closures.

Categorical and Programming Changes in Special Education Services

1993 ◽  
Vol 59 (6) ◽  
pp. 547-555 ◽  
Author(s):  
Douglas W. Halgren ◽  
Harvey F. Clarizio
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Grade Level ◽  
Special Education Students ◽  
Special Education Services ◽  
Education Students ◽  
Parent Survey ◽  
Rates Of Change ◽  
Record Review ◽  
Initial Classification

Special education students (N = 654) were studied to determine what proportion had a categorical or programming change and what factors (child, school, and home) were associated with change. The study included all students with disabilities from preschool through secondary school in a tricounty rural district. Data were gathered through a record review and parent survey. Change was found to be more common than is generally perceived: 38.2% of the students had a classification change (21.9% by termination and 16.3% by reclassification). Rates of change varied significantly among classifications and the student's initial classification, grade level, and comorbidity were significantly predictive of change in classification.

Comparison of Wisc-R Performance of Urban and Rural Special Education Students

1980 ◽  
Vol 46 (2) ◽  
pp. 671-677
Author(s):  
John D. Morris ◽  
Edith Kelsey ◽  
Robert A. Martin
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Urban Children ◽  
Special Education Students ◽  
Rural Children ◽  
Education Students ◽  
Significant Discrepancy ◽  
Geographic Environment ◽  
And Performance ◽  
The Relationship

The relationship between WISC-R subtest profiles and geographic environment (urban or rural) for 178 special education (Learning Disabled and Educable Mentally Handicapped) students (54 females and 124 males; 114 Negroes and 64 Caucasians), ranging in age from 6 yr., 3 mo. to 15 yr., was explored in relation to the children's race and specific type of disability. Urban children performed significantly better than rural children on all subtests except Coding. Moreover, the mean WISC-R profiles differed significantly in shape for the urban and rural children. There was a significant discrepancy in verbal and performance scores for rural children but not urban children. Extensions to a previous comparison of the WISC-R performance of urban and rural children in the standardization sample (Kaufman & Doppelt, 1976) are discussed.

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