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B Vance

Publications and source records attributed to B Vance.

17 recordsLinked to original sources
PubMed1995

Relation of scores on WISC-III and WRAT-3 for a sample of referred children and youth.

This investigation compared the Wechsler Intelligence Scale for Children-III with the Wide Range Achievement Test-3 for a sample of 60 children and youth who were referred for special education services. Pearson product-moment correlations for the criterion measures for the WRAT-3 showed a significant positive association with the WISC-III scores. Implications for concurrent validity between the tests are discussed.

Adolescent↗
PubMed1993

Concurrent validity of the Cognitive Levels Test with measures of achievement for a sample of referred children and youth.

The present investigation compared the Cognitive Levels Test (CLT) with the Woodcock Reading Mastery Test (WRMT) and Wide Range Achievement Test-Revised (WRAT-R) for 55 children and youth who were referred for remedial/special education services. A comparison of the correlations for the criterion measures for the WRMT and WRAT-R showed a consistent significant positive relationship with the CLT. A repeated measures analysis of variance that compared standard scores of the CLT with those of the WRMT and WRAT-R indicated that significant differences existed between the test scores. Implications with respect to the concurrent validity of the CLT are discussed.

Adolescent↗
PubMed1988

Ethnic and sex differences on the test of nonverbal intelligence, Quick Test of intelligence, and Wechsler Intelligence Scale for Children-Revised.

This study investigated the performance of 89 students on the Test of Nonverbal Intelligence, Quick Test, and Wechsler Intelligence Scale for Children-Revised IQ scores for ethnic and sex differences. The sample consisted of 61 males, 28 females (37 Black, 52 White). A two-way analysis of variance and the new Duncan's Multiple Range Test were used to identify significant differences between the mean scores. The findings did not indicate any significant differences between the IQ scores with regard to ethnicity or sex. Implications of these findings are discussed in terms of assessing minority group members with the Wechsler Intelligence Scale-Revised, Test of Nonverbal Intelligence, and Quick Test.

Child↗
PubMed1988

Prediction of Wechsler Intelligence Scale for Children-Revised Full Scale IQ from the Quick Test of Intelligence and the Test of Nonverbal Intelligence for a referred sample of children and youth.

As part of comprehensive psychoeducational assessment procedures, the Quick Test of Intelligence, Test of Nonverbal Intelligence, and the Wechsler Intelligence Scale for Children-Revised were administered to 89 children and youth, who varied in age from 6-4 to 16-10. The sample consisted of 61 males and 28 females, of whom 37 were Black and 52 White. Regression equations were computed that used the WISC-R Full Scale IQ as criteria and the TONI and QT as predictors. The results clearly indicated that the TONI and QT are equally good predictors of the WISC-R FSIQ. Implications for the clinician are discussed.

Adolescent↗
PubMed1985

Comparison of the Token Test of Language Development and the Wechsler Intelligence Scale for Children--Revised.

Correlations were calculated between the Token Test of Language Development (Token) and scores of the Wechsler Intelligence Scale for Children--Revised (WISC-R) based on responses from 38 Caucasian children (23 boys and 15 girls) of a semi-rural Northeastern Ohio school district. The relatively low Pearson correlations (.25 to .47) between the standard scores in the Token test and WISC-R IQs are discussed in relation to ability and achievement.

Achievement↗
PubMed1983

Predicting WRAT scores from the WISC-R for a selected sample of LD children and youth.

Investigated the concurrent validity of the WISC-R 11 subtests and three IQs as related to the WRAT standard scores. Correlations were computed for a sample of 28 children (20 boys, 8 girls), aged 7-9 to 16-5 (means of 11-8), who were diagnosed learning disabled by LEA placement terms according to state and federal guidelines. Regression analysis used all three Wide Range Achievement subtests as criteria, and the 11 subtests and three IQ scale scores of the WISC-R as predictors. The results did not support the concurrent validity of the WISC-R for this sample of disabled children and youth.

Achievement↗
PubMed1983

WISC-R profile analysis in differentiating LD from ED children.

Investigated the utility of profile analysis, using the WISC-R to differentiate learning disabled from emotionally disturbed and nonhandicapped children. Little evidence was found to support the use of WISC-R subtest scatter, and profile analysis was discussed. Research efforts that focus upon the meaning of WISC-R subtests in relation to the learning process were recommended.

Affective Symptoms↗