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Peer reviewedBloom, Allan S.; Raskin, Larry M. – Journal of Clinical Psychology, 1980
Compared the WISC-R Verbal-Performance IQ discrepancies of learning-disabled children and of the normative sample. It was concluded that without clinical evidence to suggest otherwise, it cannot be assumed automatically that a child's discrepancy score, unless of extreme magnitude, is related to the learning disability itself. (Author)
Descriptors: Comparative Analysis, Educational Diagnosis, Exceptional Persons, Intelligence Differences
Peer reviewedEdinger, Jack D.; Norwood, Peggy E. – Journal of Consulting and Clinical Psychology, 1975
Investigated the efficacy of various WAIS short forms among outpatients. Results favor Pauker's (1963) short form but also show a decrease in correspondence between short-form and Full Scale scores when the short forms are administered separately. (Author/EJT)
Descriptors: Clinical Diagnosis, Evaluation, Intelligence Differences, Intelligence Tests
