Comparison of the Shipley Institute of Living Scale and WAIS-R IQ Scores for a Sample of Public Sector Psychiatric Inpatients

1997 ◽  
Vol 80 (3) ◽  
pp. 920-922 ◽  
Author(s):  
J. Ray Hays ◽  
Judith Emmons ◽  
Alisha Wagner ◽  
Gabland Stallings
Keyword(s):  
Public Sector ◽  
Intellectual Functioning ◽  
Full Scale ◽  
Significant Difference ◽  
Two Measures ◽  
The Mean ◽  
Iq Scores ◽  
Psychiatric Population ◽  
Lower Intelligence ◽  
Screening Device

This study examined the use of the Shipley Institute of Living Scale as a screening device in an intellectually low functioning psychiatric population of 40 inpatients. Shipley IQ scores were significantly correlated .72 with Full Scale WAIS-R IQ scores. There was no significant difference between the mean IQ scores generated from the two measures. These findings suggest that the Shipley scale may be used in this population despite a caution by the test's publisher that the test should not be used in assessing intellectual functioning in individuals with borderline or lower intelligence.

Correlation between the Quick Test (Qt) and the Wais Verbal Scale in the Rehabilitation Setting

1970 ◽  
Vol 27 (1) ◽  
pp. 105-106 ◽  
Author(s):  
John G. Cull ◽  
Craig R. Colvin
Keyword(s):  
Intellectual Functioning ◽  
Physical Medicine ◽  
Quick Test ◽  
Rehabilitation Hospital ◽  
Physical Medicine And Rehabilitation ◽  
Verbal Scale ◽  
Significant Difference ◽  
The Mean ◽  
Iq Scores ◽  
Physically Handicapped

The Quick Test and the WAIS Verbal Scale were administered to 30 severely physically handicapped persons in a physical medicine and rehabilitation hospital. There was no significant difference between the mean IQ scores of the QT and the WAIS Verbal Scale. This, coupled with a correlation of .80, supports the authors' hypothesis that the QT can be utilized for a quick assessment of intellectual functioning in the rehabilitation setting.

The Quick Test as a Screening Device for Intellectually Subnormal Children

1967 ◽  
Vol 20 (3) ◽  
pp. 763-766 ◽  
Author(s):  
Robert E. Lamp ◽  
A. Barclay
Keyword(s):  
Full Scale ◽  
Language Ability ◽  
Functional Language ◽  
Quick Test ◽  
Verbal Scale ◽  
Significant Difference ◽  
The Mean ◽  
Mentally Retarded Children ◽  
Screening Device ◽  
Performance Scale

For a sample of 40 educable retarded children, correlations between WISC IQs and Quick Test IQs were .53 (Verbal Scale), .32 (Performance Scale), and .50 (Full Scale). The QT mean IQ was significantly higher than the mean WISC Verbal and Full Scale IQs; there was no significant difference between the QT mean IQ and the mean WISC Performance IQ, although the correlation between these scales was somewhat lower. The findings suggest that, as with the adult retardate, the Quick Test assesses functional language ability of mentally retarded children moderately well and thus may be used in conjunction with other data for screening purposes.

scholarly journals Examination of IQ in 7 to 14 years old children with sickle cell disease compared with healthy children

2020 ◽  
Vol 5 (1) ◽  
pp. e13-e13
Author(s):  
Arash Alghasi ◽  
Zohreh Hassanpour ◽  
Mohammad Bahadoram ◽  
Somayeh Ashrafi ◽  
Seyed Mohammad Kazem Nourbakhsh
Keyword(s):  
Standard Deviation ◽  
Sickle Cell Disease ◽  
Sickle Cell ◽  
Healthy Subjects ◽  
Healthy Children ◽  
Brain Circulation ◽  
Cell Disease ◽  
Significant Difference ◽  
The Mean ◽  
Iq Scores

Introduction: Sickle cell disease (SCD) is a genetic disorder that can be diagnosed by early onset screening tests. In embryos and newborns with sickle cell syndrome, the anatomic development and brain circulation is less than the normal people, and brain circulation plays an important role in brain development. Objectives: The purpose of this study was to evaluate the level of IQ in children with SCD. Patients and Patients and Methods: The study was a descriptive-epidemiologic. The population of the present study was all children aged 7-14 years old with SCD in Ahvaz. The sample of this study was 50 children with SCD. They were selected from among clients referring to the hepatitis clinic of Shafa hospital in Ahvaz. About 50 healthy children were selected from the first or second-degree family members of the patients with SCD as the control group. The data was collected using Raven’s Progressive Matrices (RPM) and demographic information questionnaire. Results: The mean and standard deviation of IQ scores of the patients with SCD was 94.52 ± 14.41, and the mean and standard deviation of IQ scores of healthy subjects was 105.86 ± 11.38. The results showed a significant difference between the two groups in terms of IQ score (P<0.05). Moreover, the results showed that IQ level in patients with SCD was significant regarding their place of residence (P<0.05), however IQ level was not significant in patients with SCD regarding gender and race (P>0.05). Conclusion: The results showed that IQ in children with SCD is lower than that of the healthy subjects. Thus, the present study showed the importance of SCD on children’s IQ.

Comparison of WISC and WISC-R Scores of Highly Gifted Students in Public School

1978 ◽  
Vol 43 (2) ◽  
pp. 627-630 ◽  
Author(s):  
Peter J. Wheaton ◽  
Arvil F. Vandergriff
Keyword(s):  
Public School ◽  
Gifted Students ◽  
Correlation Coefficients ◽  
Full Scale ◽  
Mean Difference ◽  
Significant Difference ◽  
The Mean ◽  
Verbal Performance

26 highly gifted students, aged 10 to 12 yr., were administered the WISC to compare their scores with previously obtained WISC-R scores. The interval between the administration of the two instruments ranged from 9 to 12 mo. Correlation coefficients for the Verbal, Performance, and Full Scale IQs were .44, .52, and .42, respectively. A significant difference in the mean Verbal and Full Scale IQs was found; the WISC-R showed higher means, while the mean difference between the Performance IQs was not significant. Significant differences were found on three verbal subtests, Information, Similarities, and Comprehension, and on one performance subtest, Coding. The results indicated that these highly gifted students performed consistently better on the recently revised WISC-R which they had been given previously than on its predecessor, the WISC.

scholarly journals Barriers to Learning During Clinical Rotations in the Emergency Department: The Perspective of Students in a Public Sector Institute of a Developing Country

2020 ◽  
Vol 2 (6) ◽  
Author(s):  
Syed Muhammad Jawad Zaidi ◽  
Hamza Waqar Bhatti ◽  
Mehwish Kaneez ◽  
Fazila Hassan ◽  
Abdullah Bin Zubair ◽  
...  
Keyword(s):  
Medical Education ◽  
Public Sector ◽  
Developing Country ◽  
Delivery System ◽  
Teaching Methodology ◽  
Clinical Learning ◽  
Clinical Rotations ◽  
Significant Difference ◽  
The Mean ◽  
Feedback Delivery

Background: Clinical learning is the crux of medical education. Students perceive many barriers to effective clinical learning due to transition, poor supervision, and lack of orientation. There is an urgent need for recommendations to alleviate these barriers and improve the quality of medical education in a public sector institute of a developing country. Aims: The study aims to identify the barriers in clinical learning perceived by the students during their clinical rotations in emergency. The study also aims to provide recommendations to alleviate these barriers. Methods: A cross-sectional study conducted among 300 students from a public sector institute of Pakistan. The perception of clinical learning was assessed using a structured questionnaire in students attending medical and surgical emergency ward. Independent samples t-test and ANOVA were used to assess differences in perception scores across gender and academic years. Results: The mean perception score was 52.0±11.74. There was a significant difference in perception scores across academic years (p=0.028) with the final year having lower perception scores than the junior students. The mean scores of items in domain 1 (Transition and stress) and domain 4 (Supervision and feedback) were lower indicating a negative perception in these domains. Conclusions: Lack of clinical orientation, non-integration of the clinical curriculum in preclinical years, poor supervision, lack of resources, and a crippled feedback delivery system are barriers to clinical learning. Interventions such as integration of clinically orientated curriculum, teacher training, student-centered teaching methodology, and development of an effective feedback delivery system must be employed for quality clinical learning during rotations. 

scholarly journals Consequences of using chronological age versus corrected age when testing cognitive and motor development in infancy and intelligence quotient at school age for children born preterm

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0256824
Author(s):  
Jacqueline F. Gould ◽  
Belinda G. Fuss ◽  
Rachel M. Roberts ◽  
Carmel T. Collins ◽  
Maria Makrides
Keyword(s):  
Early Childhood ◽  
Preterm Birth ◽  
Motor Development ◽  
Intelligence Quotient ◽  
Infant Development ◽  
Chronological Age ◽  
Increased Risk ◽  
Significant Difference ◽  
Iq Scores ◽  
Lower Intelligence

Background Children born preterm (<37 weeks’ gestation) have an increased risk of poor neurodevelopment, including lower intelligence quotient (IQ) scores compared with their term-born counterparts. Objective To explore the differences in psychometric scores for cognition and motor skills when they are age-standardized according to chronological age instead of corrected age for children born preterm. Methods We assessed = 554 children born <33 weeks’ gestation with the Bayley Scales of Infant Development, 2nd edition (mental and motor scores) at 18 months and the Weschler Abbreviated Scale of Intelligence (IQ score) at seven years of age. Scores were standardized according to chronological age and corrected age and differences between mean chronological and corrected scores were compared, along with the proportion of children whose scores could be classified as impaired. Results When scores were standardized according to chronological age instead of corrected age there was a large significant difference of 17.3 points on the mental scale (79.5 vs. 96.8, respectively) and 11.8 points on the motor scale (84.8 vs. 96.6, respectively) at 18 months. By seven years, the difference in IQ scores remained, although of a smaller magnitude at 1.9 points between mean chronological and corrected age scoring (97.2 vs. 99.1, respectively). Conclusion Consistent with previous literature, outcome assessments for preterm infants consistently differed according to use of chronological or corrected age to standardized scores. Cognitive scores were impacted more severely than motor scores, and differences were more substantial in early childhood than later in childhood. For clinical purposes, correction for preterm birth is only likely to have an impact during early childhood, however assessments for research purposes should continue to correct into childhood to account for the persistent bias due to preterm birth.

scholarly journals Metacognitive Learning Strategies For The Acquisition Of Cognitive And Methodological Competencies Of The Arabic Language/ استراتيجيات التعلم ماوراء المعرفية وأثرها في اكتساب الكفاءات المعرفية والمنهجية لمادة اللغة العربية

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Hiba Merkoune
Keyword(s):  
Learning Strategies ◽  
Arabic Language ◽  
Simple Random Sample ◽  
Statistical Techniques ◽  
Significant Difference ◽  
Two Measures ◽  
Descriptive Approach ◽  
The Mean ◽  
Metacognitive Learning ◽  
Language Competencies

The study aimed to uncover the effect of using metacognitive learning strategies on the acquisition of cognitive and methodological competencies for the Arabic language subject for the high school learner, which is a field study in a group of Algerian high schools, and this by addressing the theoretical heritage, relying on the descriptive approach, and applying study tools, which are two measures of strategies Learning beyond cognitive and Arabic language competencies. On the study sample (300) learners. And it was a simple random sample, the information obtained was collected and statistically treated using statistical techniques (applying the spss program and the T-test), and it was analyzed and a set of results were extracted represented in: The presence of a statistically significant difference between the mean of the group of students with low use and high use of the strategies: learning Metacognitive (all), the monitoring strategy, and the evaluation strategy on the scale of Arabic language competencies for the benefit of those with high use.

Relationship between Two Quick Screening Measures of Intelligence for Neuropsychiatric Patients

1969 ◽  
Vol 24 (3) ◽  
pp. 691-693 ◽  
Author(s):  
Lawrence F. Quattlebaum ◽  
William F. White
Keyword(s):  
Routine Testing ◽  
Quick Test ◽  
Significant Difference ◽  
The Mean ◽  
Iq Scores ◽  
Highly Correlated ◽  
Screening Measures

As part of the routine testing battery, 180 neuropsychiatric patients were administered Form 1 of the Quick Test and the Satz-Mogel abbreviation of the WAIS. There was no significant difference between the mean IQ scores of all Ss on the two tests, and the scores on the two tests were highly correlated ( r = .86).

Assessing Intellectual Functioning in Young Adolescents: How do the WISC-IV and SB5 Compare?

2012 ◽  
Vol 22 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Kimberley Wilson ◽  
Linda Gilmore
Keyword(s):  
Children And Adolescents ◽  
Comparative Studies ◽  
Full Scale ◽  
Intelligence Tests ◽  
Typically Developing ◽  
Young Adolescents ◽  
Fourth Edition ◽  
Intelligence Scale ◽  
Significant Difference ◽  
Two Measures

The Wechsler Intelligence Scale for Children — Fourth Edition (WISC-IV) and the Stanford-Binet — Fifth Edition (SB5) are two of the most commonly used intelligence tests for children and adolescents. No comparative studies of the WISC-IV and SB5 have yet been published. In the current study the WISC-IV and SB5 were administered in counterbalanced order to 30 typically developing 12- to 14-year-old adolescents. There was a significant difference between Full Scale IQs on the two measures, with scores being higher on the WISC-IV. A significant difference was also found between Verbal IQs and there were large score differences for some participants. The article concludes that the WISC-IV and SB5 cannot be presumed to be interchangeable measures of intelligence.

Vowel Recognition Threshold as a Function of Temporal Segmentations

1970 ◽  
Vol 13 (4) ◽  
pp. 715-724 ◽  
Author(s):  
Richard L. Powell ◽  
Oscar Tosi
Keyword(s):  
Normal Hearing ◽  
Recognition Threshold ◽  
Vowel Sound ◽  
Significant Difference ◽  
The Mean ◽  
Vowel Recognition ◽  
Temporal Segment

Vowels were segmented into 15 different temporal segments taken from the middle of the vowel and ranging from 4 to 60 msecs, then presented to 6 subjects with normal hearing. The mean temporal-segment recognition threshold of 15 msecs with a range from 9.3 msecs for the /u/ to 27.2 milliseconds for the /a/. Misidenti-fication of vowels was most often confused with the vowel sound adjacent to it on the vowel-hump diagram. There was no significant difference between the cardinal and noncardinal vowels.

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