Factor Analytic Study of the Wisc-R for Three Groups of Handicapped Students
Document Type
Article
Publication Date
1-1-1991
Description
A principle component factor analysis with varimax rotation was performed for 252 subjects on 11 WISC-R variables. Three factors were specified for extraction. The subjects were divided into three diagnostic groups (educable mentally handicapped, slow learners, learning disabled) based on their WISC-R scores and individual placement committee decisions. The factors thus obtained for each diagnostic group corresponded to those found in the standardization group. The three factors were verbal-conceptual, perceptualspatial, and distractibility-short term memory. The findings suggested that the factor paradigm found for the three diagnostic groups can be used confidently to interpret scores from the WISC-R. These findings also indicated that the basic ability dimensions are the same for clinical samples as they are for subjects in the standardization sample.
Citation Information
Fuller, Gerald B.; Vance, Booney; and Eaves, Ronald. 1991. Factor Analytic Study of the Wisc-R for Three Groups of Handicapped Students. Assessment for Effective Intervention. Vol.16(2-3). 145-152. https://doi.org/10.1177/153450849101600309 ISSN: 1534-5084
