Laterality of Cognitive Functions in Achieving Hemiplegic Children

1974 ◽  
Vol 39 (3) ◽  
pp. 1283-1289 ◽  
Author(s):  
John R. Kershner ◽  
Audrey J. King
Keyword(s):  
Cognitive Abilities ◽  
Early Assessment ◽  
Normal Children ◽  
Intelligence Scale ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Brain Injured ◽  
Instructional Procedures ◽  
Perceptual Performance ◽  
The Right

7 left and 7 right children with infantile hemiplegia were compared with 7 physically normal children on the Wechsler Intelligence Scale for Children and Reitan-Indiana Neurological Tests. Although the brain-injured children are achieving satisfactorily in school and no differences were found among the three groups on the Wide Range Achievement Test, the left hemiplegics were poorer than the normals in visuo-perceptual performance and the right hemiplegics poorer than the normals in verbal intelligence. The results suggest that even in educationally advanced children, compensation for early, asymmetrical brain damage is not complete. Recommendations were made for early assessment of asymmetrical cognitive abilities and differential instructional procedures.

Achievement Test Correlates of Wechsler Intelligence Scale for Children and Wechsler Intelligence Scale for Children—Revised

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1283-1286 ◽  
Author(s):  
Lawrence C. Hartlage ◽  
Katherine E. Boone
Keyword(s):  
Achievement Test ◽  
Intelligence Scale ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Wide Range Achievement

Children in regular Grades 4 and 5 were given the WISC and WISC-R, in counterbalanced order, along with the Wide Range Achievement Test. Correlations were computed among all major subscales. WISC IQ averaged five points higher than WISC-R. The two scales intercorrelated (.61 to .85) at significant levels. WISC and WISC-R correlations with the Wide Range Achievement Test were similar, with WRAT correlation slightly larger with the WISC than WISC-R.

scholarly journals Genetic and environmental factors in the determination of general cognitive abilities: a twin study

2020 ◽  
Vol 15 (2) ◽  
pp. 171-176
Author(s):  
Annu ◽  
Bimla Dhanda
Keyword(s):  
Environmental Factors ◽  
Cognitive Abilities ◽  
Twin Study ◽  
Monozygotic Twins ◽  
Heritability Estimate ◽  
Intelligence Scale ◽  
Wide Range ◽  
Heritability Estimates ◽  
Genetic And Environmental Factors

The present investigation of twin study elucidated the contribution of genetic and environment to a wide range of general cognitive abilities. To conduct twin study 100 pairs of twins from two districts, namely: Bhiwani (n = 90) and Hisar (n = 110) of Haryana State, genetic and environmental influences were assessed in twin study design. The cognitive abilities of twins were measured using the Wechsler Intelligence Scale for Children (WISC-R). Home Observation for Measurement of the Environment (HOME) Inventory was taken to examine the home environment of twins. Heritability estimate was used to analyze the genes contributing to shape the cognitive abilities of twins. The result of heritability estimates revealed that the heritability estimates of general cognitive abilities namely: information (62%), similarities (57%), vocabulary (60%) and comprehension (55%) in Bhiwani district and in Hisar district, the heritability estimates were 58 per cent, 55 per cent, 56 per cent and 51 per cent for information, similarities, vocabulary and comprehension general cognitive abilities, respectively. The findings clearly elucidated that the general cognitive abilities were more influenced by genetic background than the environmental factors. The paternal involvement and physical environment were strongly associated with general cognitive abilities of twins. The monozygotic twins were more correlated in their general cognitive abilities than the dizygotic twins.

Relation of Scores on WISC–III and WRAT–3 for a Sample of Referred Children and Youth

1995 ◽  
Vol 76 (2) ◽  
pp. 371-374 ◽  
Author(s):  
Booney Vance ◽  
Gerald B. Fuller
Keyword(s):  
Concurrent Validity ◽  
Positive Association ◽  
Children And Youth ◽  
Special Education Services ◽  
Significant Positive Association ◽  
Intelligence Scale ◽  
Education Services ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Wide Range Achievement

This investigation compared the Wechsler Intelligence Scale for Children–III with the Wide Range Achievement Test–3 for a sample of 60 children and youth who were referred for special education services. Pearson product-moment correlations for the criterion measures for the WRAT–3 showed a significant positive association with the WISC–III scores. Implications for concurrent validity between the tests are discussed.

Correlation of Stanford-Binet Intelligence Scale Scores with Various other Measures Used to Screen and Identify Intellectually Gifted Students

1987 ◽  
Vol 64 (2) ◽  
pp. 461-462 ◽  
Author(s):  
James E. Whorton ◽  
Frances A. Karnes
Keyword(s):  
Short Form ◽  
Gifted Students ◽  
Achievement Test ◽  
Intelligence Scale ◽  
Ability Test ◽  
Wide Range Achievement Test ◽  
Academic Aptitude ◽  
Wide Range ◽  
Intellectually Gifted ◽  
Scale Scores

Stanford-Binet Intelligence Scale IQs were compared with California Achievement Test scaled scores, Otis-Lennon Mental Ability Test IQs, Short-Form Test of Academic Aptitude percentiles, Raven Standard Progressive Matrices percentiles, and the Wide Range Achievement Test scaled scores for 439 intellectually gifted students. Some statistically significant relationships were observed.

Wisc and Reading Achievement of Children Referred Back to the Regular Classroom or to a Special Education Class after Psychological Evaluation

1973 ◽  
Vol 37 (1) ◽  
pp. 203-204 ◽  
Author(s):  
David G. Jansen
Keyword(s):  
Grade Level ◽  
Psychological Evaluation ◽  
Regular Classroom ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Brain Injured ◽  
Reading Patterns ◽  
Educable Mentally Retarded ◽  
Below Grade Level ◽  
Wide Range Achievement

WISC and Wide Range Achievement Test reading patterns of 165 elementary school children referred back to the regular classroom, to classes for the educable mentally retarded, and to classes for the minimally brain-damaged after psychological evaluation were compared. Brain-injured children of both sexes did not differ significantly from their educable retarded counterparts on some of the WISC Performance subtests. On the other hand, brain-injured boys and girls did not differ from boys and girls returned to the regular classroom after evaluation on some WISC Verbal subtests. Children returned to the regular classroom were, on the average, reading at grade level on the WRAT. Brain-damaged and retarded children averaged well below grade level on the reading subtest of the WRAT.

Cognitional Impairment

Sexual Abuse ◽  
2016 ◽  
Vol 28 (8) ◽  
pp. 755-769 ◽  
Author(s):  
Allen Azizian ◽  
Shane Hutton ◽  
Doriann Hughes ◽  
Shoba Sreenivasan
Keyword(s):  
Cognitive Performance ◽  
Cognitive Abilities ◽  
Sex Offender ◽  
Treatment Programs ◽  
Offender Treatment ◽  
Sexually Violent Predator ◽  
Immediate Memory ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Forensic Psychiatric

Sexually Violent Predator statutes allow the involuntary treatment of individuals who are found to pose a threat to public safety. Most sex offender treatment programs rely on cognitive interventions to reduce the risk of recidivism. The purpose of this study was to examine (a) whether individuals with paraphilia diagnoses have cognitive deficits compared with the general population; (b) whether individuals diagnosed with pedophilia differed on cognitive performance when compared with individuals diagnosed with paraphilia not otherwise specified (NOS), nonconsent; and (c) whether individuals with paraphilia plus antisocial personality disorder (ASPD) differed in cognitive performance when compared with individuals with a paraphilia diagnosis only. The sample consisted of 170 males ( M age = 50.21; SD = 10.22) diagnosed with pedophilia or paraphilia NOS, nonconsent, who were detained or civilly committed to a forensic psychiatric hospital. Assessments included Repeatable Battery for the Assessment of Neuropsychological Status (RBANS), Wechsler Abbreviated Scale of Intelligence (WASI), and Wide Range Achievement Test 4 (WRAT4). Individuals diagnosed with pedophilia and paraphilia NOS, nonconsent, obtained lower scores than matched controls based on the RBANS Immediate Memory, Visuospatial/Constructional, Delayed Memory indices and Total Score. In comparison with individuals with paraphilia NOS, nonconsent, those with pedophilia diagnosis had lower scores on the RBANS Delayed Memory. Individuals diagnosed with a paraphilia disorder combined with ASPD demonstrated trends toward lower IQ scores than those with a paraphilia diagnosis only. Treatment programs can improve their chance of success by assessment of cognitive processes, and offer therapy in a style that is consistent with the cognitive abilities of their clients.

Cognitive Abilities and Lipomyelomeningocele

1993 ◽  
Vol 73 (2) ◽  
pp. 467-470 ◽  
Author(s):  
William N. Friedrich ◽  
David B. Shurtleff ◽  
Joyce Shaffer
Keyword(s):  
Motor Skills ◽  
Cognitive Abilities ◽  
Child Behavior Checklist ◽  
Behavioral Characteristics ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Developmental Test ◽  
Visual Motor ◽  
Perceptual Motor Skills ◽  
Wide Range Achievement

Ten children with lipomyelomeningocele were evaluated with the WISC—R, the Wide Range Achievement Test—Revised, the Developmental Test of Visual-motor Integration, and the Child Behavior Checklist. These children were consecutive referrals to a birth defects clinic. Unlike their meningomyelocele counterparts, as a group these children appear to be average in their intellectual, academic, and behavioral characteristics. However, they exhibited low average perceptual motor skills, a feature more commonly seen in meningomyelocele.

Using Three Different Types of Assessment Data for Diagnostic Purposes

1992 ◽  
Vol 70 (1) ◽  
pp. 83-88 ◽  
Author(s):  
Larry D. Mayes ◽  
Hubert B. Vance
Keyword(s):  
Learning Disabled ◽  
Children And Youth ◽  
Assessment Data ◽  
Intelligence Scale ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Different Types ◽  
Emotionally Impaired ◽  
Impaired Children ◽  
Wide Range Achievement

This study investigated the performance of 38 learning disabled and 16 emotionally impaired children and youth on the Wechsler Intelligence Scale for Children—Revised, Wide Range Achievement Test—Revised, and Minnesota Percepto-Diagnostic Test—Revised. The ages of the children ranged from 8.4 to 16.7 years ( M = 12.4, SD = 3.6). The findings suggest that discriminate functional analysis may be useful in the differential diagnosis process. Implications for clinicians are discussed.

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