More Ups and Downs of Subtest Analysis: Criterion Validity of the DAS with an Unselected Cohort

References

• American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
   Google Scholar
• American Psychological Association. Board of Scientific Affairs. (1996). Intelligence: Knowns and unknowns. American Psychologist, 57, 77–101.
   Google Scholar
• Bannatyne, A. (1974). Diagnosis: A note on recategorization of WISC scaled scores. Journal of Learning Disabilities, 7, 272–274.
   Google Scholar
• Bowers, T. G., Risser, M. G., Suchanec, J. F., Tinker, D. E., Ramer, J. C., & Domoto, M. (1992). A developmental index using the Wechsler Intelligence Scale for Children: Implications for the diagnosis and nature of ADHD. Journal of Learning Disabilities, 25, 179–185.
   Web of Science ®Google Scholar
• Campbell, D. T., & Stanley, J. C. (1963). Experimental designs for research on teaching. In N. L. Gage (Ed.), Handbook of research on teaching. Chicago: Rand McNally.
   Google Scholar
• Cattell, R. B. (1949). rp and other coefficients of pattern similarity. Psychometrika, 14, 279–298.
   PubMed Web of Science ®Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159).
   PubMed Web of Science ®Google Scholar
• Cronbach, L. J., & Snow, R. E. (1977). Aptitudes and instructional methods: A handbook for research on interactions. New York: Irvington.
   Google Scholar
• Delaney, E. A., & Hopkins, T. F. (1987). Examiner's handbook: An expanded guide for fourth edition users. Chicago: Riverside.
   Google Scholar
• Elliott, C. D. (1990). Differential Ability Scales: Introductory and technical handbook. San Antonio, TX: Psychological Corporation.
   Google Scholar
• Elliott, C. D. (1997). The Differential Ability Scales. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 183–208). New York: Guilford.
   Google Scholar
• Flanagan, D. P., Andrews, T. J., & Genshaft, J. L. (1997). The functional utility of intelligence tests with special education populations. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 457–483). New York: Guilford.
   Google Scholar
• Glasser, A. J., & Zimmerman, I. L. (1967). Clinical interpretation of the Wechsler Intelligence Scale for Children (WISC). New York: Grune & Stratton.
   Google Scholar
• Glutting, J. J., & Bear, G. G. (1989). Comparative efficacy of K-ABC subtests vs. WISC-R subtests in the differential classification of learning disabilities. Learning Disability Quarterly, 12, 291–298.
   Web of Science ®Google Scholar
• Glutting, J. J., Konold, T. R., McDermott, P. A., Watkins, M. W., & Kush, J. C. (in press). Structure and diagnostic benefits of a normative subtest taxonomy developed from the WISC-III standardization sample. Journal of School Psychology.
   Google Scholar
• Glutting, J. J., McDermott, P. A., & Konold, T. R. (1997). Ontology, structure, and diagnostic benefits of the normative subtest taxonomy from the WISC-III standardization sample. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 349–372). New York: Guilford.
   Google Scholar
• Glutting, J. J., McDermott, P. A., Watkins, M. M., Kush, J. J., & Konold, T. R. (1997). The base rate problem and its consequences for interpreting children's ability profiles. School Psychology Review, 26, 176–188.
   Web of Science ®Google Scholar
• Glutting, J. J., McGrath, E. A., Kamphaus, R. W., & McDermott, P. A. (1992). Taxonomy and validity of subtest profiles on the Kaufman Assessment Battery for Children. Journal of Special Education, 26, 85–115.
   Web of Science ®Google Scholar
• Gough, H. (1971). Some reflections on the meaning of psychodiagnosis. American Psychologist, 26, 160–167.
   PubMed Web of Science ®Google Scholar
• Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.
   Google Scholar
• Heller, K. A., Holtzman, W. H., & Messick, S. (Eds.). (1982). Placing children in special education: A strategy for equity. Washington, DC: National Academy Press.
   Google Scholar
• Holland, A. M., & McDermott, P. A. (1996). Discovering core profile types in the school-age standardization sample of the Differential Ability Scales. Journal of Psychoeducational Assessment, 14, 131–146.
   Web of Science ®Google Scholar
• Horst, P. (1941). The prediction of personal adjustment. Social Science Research Council Bulletin (No. 48).
   Google Scholar
• Humphries, T., & Bone, J. (1993). Use of IQ criteria for evaluating the uniqueness of the learning disability profile. Journal of Learning Disabilities, 26, 348–351.
   PubMed Web of Science ®Google Scholar
• Hunter, J. E. (1983). A causal analysis of cognitive ability, job knowledge, job performance, and supervisor ratings. In F. Landy, S. Zedeck, & J. Cleveland (Eds.), Performance measurement and theory (pp. 257–266). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Jencks, C. (1972). Inequality: A reassessment of the effect of family and schooling in America. New York: Basic Books.
   Google Scholar
• Jensen, A. R. (1980). Bias in mental testing. New York: Free Press.
   Google Scholar
• Kamin, L. J. (1984). The science and politics of IQ. New York: Halsted Press.
   Google Scholar
• Kamphaus, R. W. (1993). Clinical assessment of children's intelligence. Boston: Allyn and Bacon.
   Google Scholar
• Kamphaus, R. W., & Reynolds, C. R. (1987). Clinical and research applications of the K-ABC. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Kaufman, A. S. (1979). Intelligent testing with the WISC-R. New York: Wiley.
   Google Scholar
• Kaufman, A. S. (1994). Intelligent testing with the WISC-III. New York: Wiley.
   Google Scholar
• Kaufman, A. S., & Kaufman, N. L. (1983). Kaufman assessment Battery for Children: Administration and scoring manual. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Kavale, K. A., & Forness, S. R. (1984). A meta-analysis of the validity of Wechsler scale profiles and recate-gorizations: Patterns or parodies? Learning Disabilities Quarterly, 7, 136–156.
   Web of Science ®Google Scholar
• Kazdin, A. E. (1995). Conduct disorders in childhood and adolescence (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Kercher, A. C., & Sandoval, J. (1991). Reading disability and the Differential Ability Scales. Journal of School Psychology, 29, 293–307.
   Web of Science ®Google Scholar
• Kline, R. B., Snyder, J., Guilmette, S., & Castellanos, M. (1992). Relative usefulness of elevation, variability, and shape information from WISC-R, K-ABC, and Fourth Edition Stanford-Binet Profiles in predicting achievement. Psychological Assessment, 4, 426–432.
   Google Scholar
• Kramer, J. J., Henning-Stout, M., Ullman, D. P., & Schnellenberg, R. P. (1987). The viability of scatter analysis on the WISC-R and SBIS: Examining a vestige. Journal of Psychoeducational Assessment, 5, 37–47.
   Google Scholar
• Krathwohl, D. R. (1993). Methods of educational and social science research: An integrated approach. New York: Longman.
   Google Scholar
• McDermott, P. A. (1981). Sources of error in the psychoeducational diagnosis of children. Journal of School Psychology, 19, 31–44.
   Web of Science ®Google Scholar
• McDermott, P. A. (1993). National standardization of uniform multisituational measures of child and adolescent behavior pathology. Psychological Assessment, 5, 413–424.
   Google Scholar
• McDermott, P. A., Fantuzzo, J. W., & Glutting, J. J. (1990). Just say no to subtest analysis: A critique of Wechsler theory and practice. Journal of Psychoeducational Assessment, 8, 290–302.
   Web of Science ®Google Scholar
• McDermott, P. A., Fantuzzo, J. W., Glutting, J. J., Watkins, M. W., & Baggaley, A. R. (1992). Illusions of meaning in the ipsative assessment of children's abilities. Journal of Special Education, 25, 504–526.
   Web of Science ®Google Scholar
• McDermott, P. A., Glutting, J. J., Jones, J. N., Watkins, M. W., & Kush, J. (1989). Core profile types in the WISC-R national sample: Structure, membership, and applications. Psychological Assessment, 1, 292–299.
   Google Scholar
• McDermott, P. A., Marston, N. C., & Stott, D. H. (1993). Adjustment Scales for Children and Adolescents. Philadelphia: Edumetric and Clinical Science.
   Google Scholar
• McGrew, K. (1986). Clinical interpretation of the Woodcock-Johnson tests of cognitive ability. Orlando, FL: Grune & Stratton.
   Google Scholar
• McIntosh, D. E., & Gridley, B. E. (1993). Differential Ability Scales: Profiles of learning disabled subtypes. Psychology in the Schools, 30, 11–24.
   Web of Science ®Google Scholar
• Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (pp. 13–103). New York: Macmillan.
   Google Scholar
• Moffitt, T. E., Gabrielli, W. F., Mednick, S. A., & Schulsinger, F. (1981). Socioeconomic status, IQ, and delinquency. Journal of Abnormal Psychology, 90, 152–156.
   PubMed Web of Science ®Google Scholar
• Mosel, J. N., & Roberts, J. B. (1954). The comparability of measures of profile similarity: An empirical study. Journal of Consulting Psychology, 18, 61–66.
   PubMedGoogle Scholar
• Mueller, H. H., Dennis, S. S., & Short, R. H. (1986). A meta-exploration of WISC-R factor score profiles as a function of diagnosis and intellectual level. Canadian Journal of School Psychology, 2, 21–43.
   Google Scholar
• Plante, T. G., & Sykora, C. (1994). Are stress and coping associated with WISC-III performance among children? Journal of Clinical Psychology, 50, 759–762.
   Web of Science ®Google Scholar
• Prifitera, A., & Dersh, J. (1993). Base rates of WISC-III diagnostic subtest patterns among normal, learning disabled, and ADHD samples. In B. A. Bracken & R. S. McCallum (Eds.), Journal of Psychoeducational Assessment Monograph Series. Advances in psychoeducational assessment: Wechsler Intelligence Scale for Children-Third Edition (pp. 43–55). Germantown, TN: Psychoeducational Corporation.
   Google Scholar
• Psychological Corporation. (1994). WISC-III writer: The interpretive software system. San Antonio, TX: Author.
   Google Scholar
• Reynolds, C. R., & Kaiser, S. M. (1990). Test bias in psychological assessment. In T. B. Gutkin & C. R. Reynolds (Eds.), The handbook of school psychology (2nd ed., pp 487–525). New York: Wiley.
   Google Scholar
• Rourke, B. P., & Strang, J. D. (1984). Subtypes of reading and arithmetical disabilities: A neuropsychological analysis. In M. Rutter (Ed.), Developmental neuropsychiatry (pp. 473–488). New York: Guilford.
   Google Scholar
• Sattler, J. M. (1988). Assessment of children (3rd ed.). San Diego, CA: Author.
   Google Scholar
• Sattler, J. M. (1992). Assessment of children: WISC-III and WPPSI-R supplement. San Diego, CA: Author.
   Google Scholar
• Schwean, V. L., Saklofske, D. H., Yackulic, R. A., & Quinn, D. (1993). WISC-III performance of ADHD children. In B. A. Bracken & R. S. McCallum (Eds.), Journal of Psychoeducational Assessment Monograph Series. Advances in psychoeducational assessment: Wechsler Intelligence Scale for Children-Third Edition (pp. 56–70). Germantown, TN: Psychoeducational Corporation.
   Google Scholar
• Selz, M., & Reitan, R. M. (1979). Rules for neuropsychological diagnosis: Classification of brain function in older children. Journal of Consulting and Clinical Psychology, 47, 258–264.
   PubMed Web of Science ®Google Scholar
• Sines, J. O. (1966). Actuarial methods in personality assessment. In B. A. Maher (Ed.), Progress in experimental personality research (pp. 133–193). New York: Academic Press.
   Google Scholar
• Stinnett, T. A., Harvey, J. M., & Oehler-Stinnett, J. (1994). Current test usage by practicing school psychologist: A national survey. Journal of Psychoeducational Assessment, 12, 331–350.
   Web of Science ®Google Scholar
• Teeter, P. A., & Smith, P. L. (1993). WISC-III and WJ-R: Predictive and discriminant validity for students with severe emotional disturbance. In B. A. Bracken & R. S. McCallum (Eds.), Journal of Psychoeducational Assessment Monograph Series. Advances in psychoeducational assessment: Wechsler Intelligence Scale for Children-Third Edition (pp. 114–123). Germantown, TN: Psychoeducational Corporation.
   Google Scholar
• U.S. Bureau of the Census. (1986). Current population survey, October 1986 [machine-readable data file]. Washington, DC: Author.
   Google Scholar
• U.S. Department of Commerce. (1990). School enrollment-Social and economic characteristics of students (Current population reports, Series P-20, No. 443). Washington, DC: U.S. Bureau of the Census.
   Google Scholar
• Watkins, M. W., & Kush, J. C. (1994). Wechsler subtest analysis: The right way, the wrong way, or no way? School Psychology Review, 23, 640–651.
   Web of Science ®Google Scholar
• Wechsler, D. (1991). Wechsler Intelligence Scale for Children-Third edition. San Antonio, TX: Psychological Corporation.
   Google Scholar
• Wechsler, D., & Jaros, B. (1965). Schizophrenic patterns on the WISC. Journal of Clinical Psychology, 21, 288–291.
   PubMed Web of Science ®Google Scholar
• White, K. R. (1982). The relation between socioeconomic status and academic achievement Psychological Bulletin, 91, 461–481.
   Web of Science ®Google Scholar
• Wielkiewicz, R. M. (1990). Interpreting low scores on the WISC-R third factor: It's more than distractibility. Psychological Assessment, 2, 91–97.
   Google Scholar
• Wielkiewicz, K. R., & Daood, C. J. (1993). Correlations between WISC-R subtests and scales of the Personality Inventory for Children. Psychological Reports, 73, 1343–1346.
   Web of Science ®Google Scholar
• Wiggins, J. S. (1973). Personality and prediction: Principles of personality assessment. Reading, MA: Addison-Wesley.
   Google Scholar
• Wilson, M. S., & Reschly, D. J. (1996). Assessment in school psychology training and practice. School Psychology Review, 25, 9–23.
   Web of Science ®Google Scholar
• Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson Tests of Cognitive Ability-Revised. Chicago: Riverside.
   Google Scholar
• Ysseldyke, J. E., & Christenson, S. L. (1988). Linking assessment to intervention. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for students (pp. 91–109). Washington, DC: National Association of School Psychologists.
   Google Scholar