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School Psychology Review Volume 23, 1994 - Issue 4
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Core Profile Types for the WISC-III and WIAT: Their Development and Application in Identifying Multivariate IQ-Achievement Discrepancies

Joseph J. GluttingUniversity of DelawareView further author information
,
Aurellio PrifiteraThe Psychological CorporationView further author information
,
Paul A. McDermottUniversity of PennsylvaniaView further author information
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Elizabeth A. McGrathRiverside Publishing CompanyView further author information
Pages 619-639 | Published online: 22 Dec 2019

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Susan Dickerson Mayes & SusanL. Calhoun. (2007) Learning, Attention, Writing, and Processing Speed in Typical Children and Children with ADHD, Autism, Anxiety, Depression, and Oppositional-Defiant Disorder. Child Neuropsychology 13:6, pages 469-493.
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RosemaryS. Waxman & JosephE. Casey. (2006) Empirically Derived Ability-Achievement Subtypes in a Clinical Sample. Child Neuropsychology 12:1, pages 23-38.
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Susan Dickerson Mayes & SusanL. Calhoun. (2004) Similarities and Differences in Wechsler Intelligence Scale for Children—Third Edition (WISC-III) Profiles: Support for Subtest Analysis in Clinical Referrals. The Clinical Neuropsychologist 18:4, pages 559-572.
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Thomas J. Ward, Sandra B. Ward, Joseph J. Glutting & Clifford V. Hatt. (1999) Exceptional LD Profile Types for the WISC-III and WIAT. School Psychology Review 28:4, pages 629-643.
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Jacques Donders. (1999) Cluster Subtypes in the Standardization Sample of the California Verbal Learning Test-Children's Version. Developmental Neuropsychology 16:2, pages 163-175.
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Joseph J. Glutting, Marley M. Watkins, Paul A. McDermott, Joseph C. Kush & Timothy R. Konold. (1997) The Base Rate Problem and Its Consequences for Interpreting Children's Ability Profiles. School Psychology Review 26:2, pages 176-188.
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Ernest C. DavenportJr.Jr., Mark L. Davison & Kyungin Park. (2024) The Use of Reparametrization and Constraints on Linear Models to Parse Qualitative and Quantitative Information for a Set of Predictors. Journal of Educational and Behavioral Statistics.
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John C. Loehlin. (2019) Cognitive clustering—How general?. Intelligence 75, pages 19-22.
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Susumu Yokota, Hikaru Takeuchi, Teruo Hashimoto, Hiroshi Hashizume, Kohei Asano, Michiko Asano, Yuko Sassa, Yasuyuki Taki & Ryuta Kawashima. (2015) Individual differences in cognitive performance and brain structure in typically developing children. Developmental Cognitive Neuroscience 14, pages 1-7.
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Susan Dickerson Mayes, Susan L. Calhoun, Edward O. Bixler & Dennis N. Zimmerman. (2009) IQ and neuropsychological predictors of academic achievement. Learning and Individual Differences 19:2, pages 238-241.
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James B. Hale, Catherine A. Fiorello, Ron Dumont, John O. Willis, Christopher Rackley & Colin Elliott. (2008) Differential Ability Scales – Second Edition (neuro)psychological predictors of math performance for typical children and Children with Math Disabilities . Psychology in the Schools 45:9, pages 838-858.
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Ron Dumont & John O. Willis. 2008. Encyclopedia of Special Education. Encyclopedia of Special Education 2130 2131 .
Susan Dickerson Mayes, Susan L. Calhoun, Edward O. Bixler & Alexandros N. Vgontzas. (2008) Nonsignificance of Sleep Relative to IQ and Neuropsychological Scores in Predicting Academic Achievement. Journal of Developmental & Behavioral Pediatrics 29:3, pages 206-212.
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Susan Dickerson Mayes & Susan L. Calhoun. (2007) WISC-IV and WIAT-II Profiles in Children With High-Functioning Autism. Journal of Autism and Developmental Disorders 38:3, pages 428-439.
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Susan Dickerson MayesSusan L. Calhoun. (2016) Challenging the Assumptions About the Frequency and Coexistence of Learning Disability Types. School Psychology International 28:4, pages 437-448.
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Ellen R. Borsuk, Marley W. Watkins & Gary L. Canivez. (2016) Long-Term Stability of Membership in a Wechsler Intelligence Scale for Children–Third Edition (WISC-III) Subtest Core Profile Taxonomy. Journal of Psychoeducational Assessment 24:1, pages 52-68.
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Susan Dickerson MayesSusan L. Calhoun. (2016) WISC-IV and WISC-III Profiles in Children With ADHD. Journal of Attention Disorders 9:3, pages 486-493.
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Susan Dickerson Mayes & Susan L. Calhoun. (2006) Frequency of reading, math, and writing disabilities in children with clinical disorders. Learning and Individual Differences 16:2, pages 145-157.
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Susan L. Calhoun & Susan Dickerson Mayes. (2005) Processing speed in children with clinical disorders. Psychology in the Schools 42:4, pages 333-343.
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Keith Owen Yeates & Jacobus Donders. 2005. WISC-IV Clinical Use and Interpretation. WISC-IV Clinical Use and Interpretation 415 434 .
Hyeon-Joo Oh, Joseph J. Glutting, Marley W. Watkins, Eric A. Youngstrom & Paul A. McDermott. (2016) Correct Interpretation of Latent Versus Observed Abilities. The Journal of Special Education 38:3, pages 159-173.
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Janie B. Snow & Gary L. Sapp. (2016) WISC—III Subtest Patterns of ADHD and Normal Samples. Psychological Reports 87:3, pages 759-765.
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JAMIE B. SNOW. (2000) WISC-III SUBTEST PATTERNS OF ADHD AND NORMAL SAMPLES. Psychological Reports 87:7, pages 759.
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Hyeon-Joo Oh, Joseph J. Glutting & Paul A. McDermott. (2016) An Epidemiological-Cohort Study of DAS Processing Speed Factor: How Well Does it Identify Concurrent Achievement and Behavior Problems?. Journal of Psychoeducational Assessment 17:4, pages 362-375.
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Betty E. Gridley & Gale H. Roid. 1998. WISC-III Clinical Use and Interpretation. WISC-III Clinical Use and Interpretation 249 288 .
Alan S. Kaufman & Elizabeth O. Lichtenberger. 1998. Comprehensive Clinical Psychology. Comprehensive Clinical Psychology 187 238 .
Earl S. Hishinuma & Sandi Tadaki. (2016) The Problem with Grade and Age Equivalents: Wiat as a Case in Point. Journal of Psychoeducational Assessment 15:3, pages 214-225.
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Timothy R. Konold, Joseph J. Glutting & Paul A. McDermott. (2016) THE DEVELOPMENT AND APPLIED UTILITY OF A NORMATIVE APTITUDE–ACHIEVEMENT TAXONOMY FOR THE WOODCOCK-JOHNSON PSYCHO-EDUCATIONAL BATTERY-REVISED. The Journal of Special Education 31:2, pages 212-232.
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Elena Plante, Carole Boliek, Anna Binkiewicz & William K Erly. (2008) ELEVATED ANDROGEN, BRAIN DEVELOPMENT AND LANGUAGE/LEARNING DISABILITIES IN CHILDREN WITH CONGENITAL ADRENAL HYPERPLASIA. Developmental Medicine & Child Neurology 38:5, pages 423-437.
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