Peabody Individual Achievement Test: Concurrent Validity with Juvenile Delinquents

1975 ◽  
Vol 37 (3) ◽  
pp. 935-938 ◽  
Author(s):  
Duane G. Ollendick ◽  
Michael J. Murphy ◽  
Thomas H. Ollendick
Keyword(s):  
Concurrent Validity ◽  
Achievement Test ◽  
Intelligence Scale ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Peabody Individual Achievement Test ◽  
Individual Achievement ◽  
Wide Range Achievement ◽  
Total Test ◽  
Achievement Levels

The present study examined the concurrent validity of the Peabody Individual Achievement Test with the Wide Range Achievement Test and Wechsler Intelligence Scale for Children in a juvenile delinquent population. The three tests were administered to 18 male delinquents between the ages of 12–4 and 15–11. Intercorrelations between subtests of the first two tests were significant, as was the Peabody Achievement Total Test with the Wechsler Intelligence Scale for Children Full Scale IQ. However, the two achievement measures agreed in terms of gross intellectual classification less than 56% of the time on all subtests. As the Peabody Achievement subtest, Mathematics, vs Wide Range subtest, Arithmetic, yielded significantly different achievement levels the two were not measuring comparable achievement levels. Substitution of one for the other is questionable. Suggestions were made for research concerning concurrent validity employing the present methodology.

Concurrent Validity of the Peabody Individual Achievement Test and the Wide Range Achievement Test

1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1279-1284 ◽  
Author(s):  
Marlet K. Smith ◽  
Donald L. McManis
Keyword(s):  
Reading Comprehension ◽  
Concurrent Validity ◽  
Achievement Test ◽  
Diagnostic Screening ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Peabody Individual Achievement Test ◽  
Economically Deprived ◽  
Individual Achievement ◽  
The Individual

The Peabody, Wide Range, and Stanford or Metropolitan Achievement Tests were administered to 28 economically deprived students in Grades 1 to 3 and 28 in Grades 4 to 6 to evaluate the concurrent validity of the Peabody and Wide Range tests. At Grades 1 to 3 the Peabody correlated highly with the group tests ( rho = .79—.87) except in reading comprehension; the Wide Range produced even higher correlations (.86—.92) with reading comprehension again notably lower. At Grades 4 to 6 the Peabody correlations were much lower (.36—.68) as were those for the Wide Range scores (.42—.62). Individually calculated discrepancy scores between the individual and group tests showed significantly ( ps < .05) larger discrepancies at Grades 4 to 6 than at Grades 1 to 3 in most achievement areas. The Peabody had discrepancy means of about two-thirds a grade equivalent on most subtests, and the Wide Range means were less than one-half a grade equivalent (except in reading) at Grades 1 to 3; at Grades 4 to 6 the discrepancy means were typically in excess of one grade equivalent on both tests. Both tests were judged adequate for diagnostic screening purposes at Grades 1 to 3 except in reading comprehension, however, both tests appeared inadequate as screening instruments at Grades 4 to 6 with this type of subject.

Relationship of the Wechsler Intelligence Scale for Children—Revised and the Wide-Range Achievement Test for a Selected Sample of Young Children

1982 ◽  
Vol 50 (3) ◽  
pp. 981-982 ◽  
Author(s):  
Donald L. Kitson ◽  
Hubert Booney Vance
Keyword(s):  
Young Children ◽  
Concurrent Validity ◽  
Achievement Test ◽  
Regression Analyses ◽  
Intelligence Scale ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Relationship Of ◽  
The Relationship ◽  
Wide Range Achievement

This study investigated the relationship between the Wechsler Intelligence Scale for Children—Revised and the Wide-Range Achievement Test for a selected sample of 36 young children. There were 21 boys and 15 girls whose chronological ages ranged from 6-0 to 9-6, with a mean age of 7-3. Pearson product-moment correlations were obtained between the measures and t tests for independent means were computed. Regression analyses used all three Wide-Range Achievement subtests as criteria and the Verbal, Performance, and Full Scale IQs of the WISC-R as predictors. The results support the concurrent validity of the WISC-R.

Relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test

1998 ◽  
Vol 83 (3) ◽  
pp. 963-967 ◽  
Author(s):  
Teresa D. Smith ◽  
Billy L. Smith
Keyword(s):  
Learning Disabled ◽  
Achievement Test ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Two Measures ◽  
Individual Achievement ◽  
And Mathematics ◽  
Mean Differences ◽  
Education Resource ◽  
Wide Range Achievement

The present study examined the relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test for a sample of children with learning disabilities in two rural school districts. Data were collected for 87 school children who had been classified as learning disabled and placed in special education resource services. Pearson product-moment correlations between scores on the two measures were significant and moderate to high; however, mean scores were not significantly different on Reading, Spelling, and Arithmetic subtests of the Wide Range Achievement Test 3 compared to those for the Basic Reading, Spelling, and Mathematics Reasoning subtests of the Wechsler Individual Achievement Test. Although there were significant mean differences between scores on Reading and Reading Comprehension and on Arithmetic and Numerical Operations, magnitudes were small. It appears that the two tests provide similar results when screening for reading spelling, and arithmetic.

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.

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.

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