IQ stability in the learning-disabled population

Lucy Bernadette Zammit, Pace University

Abstract

This study evaluated the stability of IQ over time with Learning disabled (LD) students in order to determine the benefit of readministering the IQ test during mandated triennials. One hundred and eight, now aged 11-14, students' records were examined. These students are all "school-identified LD" and were previously tested in 1990 and retested in 1993. The tests used were the Wechsler scales, the WISC-R in 1990 and the WISC-III in 1993. Pearson correlations were obtained between initial IQ and retest IQ to determine stability. Correlations were moderate to high, depending on the subtest. In addition, mean differences were examined, both in terms of Full Scale IQ and subtest scores, to determine any specific cognitive profile changes that occurred in this population. LD students have been found to be more prone to IQ variation than the general population, with Verbal IQ decreasing and Performance IQ increasing, due to their specific weaknesses and the nature of ongoing remediation. This study found an increase in Performance IQ as expected. but Verbal IQ remained stable. However, the Verbal Comprehension Factor score decreased. It is hoped that this study will add to the knowledge of IQ stability with the LD population. This would aid the school psychologist in performing triennial evaluations and enable the psychologist to provide assistance to the classroom teacher regarding techniques for special education.

Subject Area

Educational psychology|Educational evaluation|Psychological tests

Recommended Citation

Zammit, Lucy Bernadette, "IQ stability in the learning-disabled population" (1994). ETD Collection for Pace University. AAI9426229.
https://digitalcommons.pace.edu/dissertations/AAI9426229

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