Factor analysis of the WISC-III with deaf and hard-of-hearing children

Psychological Assessment

Volumn 9, Issue 3, 1997, Pages 317-321

  Sullivan, Patricia M ^a   Montoya, Louise A ^a  

^a BOYS TOWN NATIONAL RESEARCH HOSPITAL   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; CYTOMEGALOVIRUS; DISEASE SEVERITY; FEMALE; HEARING IMPAIRMENT; HUMAN; INTELLIGENCE QUOTIENT; MAJOR CLINICAL STUDY; MALE; MENINGITIS; PERSONALITY DISORDER; PERSONALITY TEST; RATING SCALE; RUBELLA; SIGN LANGUAGE;

EID: 0030853752     PISSN: 10403590     EISSN: None     Source Type: Journal    
DOI: 10.1037/1040-3590.9.3.317     Document Type: Article

References (25)

1. Allen, S. R., & Thorndike, R. M. (1995). Stability of the WPPSI-R and WISC-III factor structure using cross-validation of covariance structure models. Journal of Psychoeducational Assessment, 13, 3-20.
2. Allen, T. E. (1994). Who are the deaf and hard-of-hearing students leaving high school and entering postsecondary education? (pp. 1-16). U.S. Office of Special Education and Rehabilitative Services: Pelavin Research Institute.
3. Bolen, L. M., Aichinger, K. S., Hall, C. W., & Webster, R. E. (1995). A comparison of cognitively disabled children on the WISC-R and WISC-III. Journal of Clinical Psychology, 51 (1), 89-94.
4. Braden, J. P. (1992). Intellectual assessment of deaf and hard-of-hearing people: A quantitative and qualitative research synthesis. School Psychology Review, 21 (1), 82-94.
5. Doll, B., & Boren, R. (1993). Performance of severely language-impaired students on the WISC-III, language scales, and academic achievement measures. In B. Braken & R. McCallum (Eds.), Journal of Psychoeducational Assessment, Advances in Psychological Assessment Monograph Series (pp. 77-86). Brandon, VT: Clinical Psychology Publishing.
6. Flynn, J. R. (1987). Massive IQ gains in 14 nations: What IQ tests really measure. Psychological Bulletin, 101, 171-191.
7. Holt, J. A. (1993). Stanford Achievement Test (8th ed.): Reading comprehension subgroup results. American Annals of the Deaf, 138(2), 172-175.
8. Individuals With Disabilities Education Act of 1990, Pub. L. No. 101-475, 20 U.S.C. §1400 et seq.
9. Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36.
10. Neisser, U., Boodoo, G., Bouchard, T. J., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg, R. J., & Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51, 77-101.
11. Schildroth, A., & Hotto, S. (1994). Deaf students in transition: Who wants to be excluded? In R. C. Johnson & O. Cohen (Eds.), Implications and complications for deaf students of the full inclusion movement (Occasional Paper 94-2). Washington, DC: Gallaudet Research Institute.
12. Schildroth, A., Rawlings, B., & Allen, T. (1991). Deaf students in transition: Education and employment issues for deaf adolescents. In O. Cohen & G. Long (Eds.), Selected issues in adolescence and deafness [Special Issue]. The Volta Review, 93(5), 41-53.
13. Sevier, R. C., Bain, S. K., & Hildman, L. K. (1994). Comparison of WISC-R and WISC-III for gifted students. Roeper Review, 17(1), 39-42.
14. Slate, J. R., & Saarnio, D. A. (1995). Differences between WISC-III and WISC-R IQs: A preliminary investigation. Journal of Psychoeducational Assessment, 13(4), 340-346.
15. Sullivan, P. M. (1982). Administration modifications on the WISC-R Performance Scale with different categories of deaf children. American Annals of the Deaf, 127, 780-788.
16. Sullivan, P. M., & Brookhouser, P. E. (1996). Intellectually gifted deaf adolescents: Etiologic and academic correlates. In P. M. Sullivan & P. E. Brookhouser (Eds.), Proceedings of the Fourth Annual Conference on the Habilitation and Rehabilitation of Hearing Impaired Adolescents (pp. 69-80). Boys Town, NE: Boys Town Press.
17. Sullivan, P. M., & Burley, S. K. (1990). Mental testing of the deaf child. In C. Reynolds & R. Kamphaus (Eds.), Handbook of psychological and educational assessment of children (pp. 761-788). New York: Guilford Press.
18. Sullivan, P. M., & Schulte, L. E. (1992). Factor analysis of WISC-R with deaf and hard-of-hearing children. Psychological Assessment, 4, 537-540.
19. Taylor, R. L., & Richards, S. B. (1991). An analysis of the general and specific intellectual factors on the WISC-R for Hispanic and White children. Diagnostique, 17, 49-56.
20. Vernon, M. (1969). Multiply handicapped deaf children: Medical, educational and psychological considerations (Research monograph, Grant No. RD-2407-S). Washington, DC: Council for Exceptional Children.
21. Vernon, M., & Andrews, J. F. (1990). The psychology of deafness: Understanding deaf and hard-of-hearing people. New York: Longman.
22. Wechsler, D. (1939). Measurement of adult intelligence. Baltimore: Williams & Wilkins.
23. Wechsler, D. (1974). Manual for the Wechsler Intelligence Scale for Children - Revised. San Antonio, TX: Psychological Corporation.
24. Wechsler, D. (1991). WISC-III manual. San Antonio, TX: Psychological Corporation.
25. Witt, J. C., Elliott, S. N., Kramer, J. J., & Gresham, F. M. (1994). Assessment of children: Fundamental methods and practices. Dubuque, IA: WCB Brown & Benchmark.