Stability of WISC -III Core Profiles for a referred population of students receiving special education services
This study examined the longitudinal stability of WISC-III Core Profiles developed for the normative sample by Glutting and his associates. (Glutting, J. J., McDermott, P. A., and Konald, T. R. (1997). The present study sample consisted of 214 students receiving Special Education services in a New York City School District. Incidence data indicate that several Core Profiles occur with significantly higher frequency in the referred population as compared with the normative sample. A meta-analysis was conducted to facilitate the use of normative data to describe clinical sub-samples with specific emphasis on Learning Disabled populations. Overall study results indicate low levels of Core Profile assignment replication on second assessment with a kappa co-efficient of .29 (p < .01). The influence of attribute variables including IQ level, Gender, Educational Classification of handicapping condition and age at time of testing was also examined. These variables proved to have minimal impact on Core Profile stability. The implications of the study findings for practicing School Psychologists were discussed. Clinicians are urged to continue to advocate for periodic cognitive re-assessment since Core Profile changes can be anticipated more than 50% of the time. Suggestions are made for future research studies to demonstrate the utility of sub-test profile analysis based upon Glutting's methodology.
0620: Developmental psychology
0529: Special education