Incremental predictive validity of the Wechsler Intelligence Scale for Children, fourth edition: Predicting academic achievement with WISC-IV FSIQ and index scores

Abstract

The purpose of this thesis was to replicate the incremental predictive validity study of
observed Wechsler Intelligence Scales for Children- Fourth Edition (WISC-IV) factor
index scores in predicting reading and mathematics achievement in a sample of referred
children from a Midwestern community. Taken from an archival data set, the sample was
composed of 298 students who were evaluated as part of special education referrals
ranging from kindergarten through 9th grade. Hierarchical multiple regression analyses
were used to assess proportions of reading and mathematics achievement obtained from
the Wechsler Individual Achievement Test- Second Edition (WIAT-II) and the
Woodcock-Johnson Tests of Achievement-Third Edition (WJ-III) predicted by the
observed WISC-IV scores. The results indicated that FSIQ accounted for the majority of
reliable achievement score variance and the factor index scores accounted for small
portions of nonerror variance. The size of the increment of the factor index scores were
too small to be of clinical utility.

Date of Award	2012
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Gary Canivez (Supervisor)