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Rational WISC-R analysis
0022.4405/89/$3.00 + .oo 0 1989 The Journal alSchool Psychology. Inc.
Jm,do/S&d PrylMo~. Vol. 27, pp. 323-334, 1989 Pergamon Press plc Primed in the USA.
COMPUTER APPLICATIONS Robert 1. Hale, Associate Editor SOFTWARE
REVIEWS
Rational WISC-R Analysis Robert 1. Ha/e The Pennsylvania
State University
GENERAL OVERVIEW The Rational WISC-R Analysis package, as it is distributed by Southwest EdPsych Services Inc., includes a 5V4” computer disk on which the programs are written, and a 16-page user’s manual. It was a pleasure to read the unremittingly honest introductory section in the manual. However, after doing so, one begins to wonder why school psychologists would continue the WI%-R analysis endeavor. Watkins and Kush (1988), the program’s authors, summarize the literature concerning subtest analysis in the last paragraph of that section. They simply state: It is necessary for the user to understand and accept the limitations of WISC-R techniques to quantitatively analysis. Kavale and Forness (1984) used meta-analysis summarize the research literature concerning the application of WISC-R subtest patterns for differential diagnosis of learning disabilities. They found that “no recategorization, profile, factor cluster, or pattern showed a significant difference between learning disabled and normal samples.” These authors concluded that “profile and scatter analysis is not defensible and that use of the Wechsler Scales should focus only on global intelligence assessment.” Hale’s (1987) review of WISC-R subtest pattern research led him to conclude that “knowledge of a child’s WISC-R subtest profile does not appreciably help school psychologists in predicting either academic achievement levels or behavioral difftculties.” Kramer, Henning-Stout, Ullman, and Schellenberg (1987) considered the utility of WISC-R subtest scatter and noted that “measures of subtest scatter on the WISC-R generally have been found to be unrelated to diagnostic category, academic achievement, or specific remedial strategies.” These authors concluded that “there is no evidence that hypothesis generation based on scatter profiles from a~ intelligence test leads to effective programming. (p. 2)
However, prospective users should note that the package allows more than simply calculating which subtests might constitute a significant strength or weakness compared to a reference point. In addition to significance tests dealing with WISC-R subtest deviations, a great deal of descriptive information from diverse sources concerning IQ, subtests, and factors can be quickly pulled together with this package.
PERFORMANCE After starting the program, users enter either the youngster’s name or identification code and birth date and date of testing. The youngster’s age is automatically calculated
Address correspondence and reprint requests to Robert 138 Cedar Building, University Park, PA 16802.
323
L. Hale, Pennsylvania
State University,
324
The Journal of School Psychology
so that appropriate norm tables will be used in the remaining procedures. Users then enter the child’s Verbal, Performance, and Full Scale IQs. The program subsequently calculates percentile ranks, identifies the functioning ranges, and calculates 90%, 95%, and 99% confidence intervals for each score. The program appropriately traps faulty input data. Next, subtest scaled scores are entered and the error trapping routines assure that the subtest scores equate to the previously entered IQs. Significance tests for subtest deviations from Verbal and Performance means with Bonferroni error adjustments are made along with calculations for the significance and prevalence of Verbal and Performance IQdifferences. Verbal Comprehension, Perceptual Organization, and Freedom From Distractibility factor deviation quotients can be calculated, along with their respective means, percentiles, functioning ranges, and confidence intervals. Significance tests are conducted using subtest scaled scores with the appropriate factor means as reference points. Each subtest’s specificity is designated as inadequate, adequate or ample. The significance and prevalence of Verbal Compreand Freedom From Distractibility quotients are hension, Perceptual Organization, calculated. Bannatyne and Kaufman recategorization and factor scores can be calculated. The program can be used to produce a subtest profile graph with a narrative description. The narrative description is provided in a text file stored on the disk. Users of the software can edit this file so that the subtest descriptions are tailored to what they believe each subtest is measuring. At each step in the analysis, users can elect to continue, print the results, or quit. It would be a nice addition if the results could be directed to a text file on another disk. If this feature were added, incorporating these calculations into reports would not require that they be retyped.
REQUIREMENTS The package requires a 128K Apple IIe, IIc, or IIgs with a single disk drive and 80column card. If results are to be printed, an appropriate printer will also be needed. The manual is quite clearly written. With one reading, even unsophisticated users should have no difficulty in running the software. All of the calculation algorithms appear to be correctly implemented. During the review process, several sample data sets and hand calculations were used to test the program; no errors were detected. Every mathematical procedure is clearly referenced and users are urged by the authors to make themselves more knowledgeable by reading the original sources for the implemented routines.
TOTAL IMPRESSION The Rational WISC-R Analysis package appears to be an excellent comprehensive package for providing users with appropriate calculations regarding WISC-R IQs, subtests, factors, and recategorized scores. The authors are quite honest with respect to evaluatconsidering the findings in our professional ing the applicability of those calculations, literature. They provide references for each calculation and interpretation. While the actual programming code is not available to the individual user because of data protection schemes on the copy-protected disk, a backup disk is available for $10.00 by returning the product registration card. All damaged disks are replaced free of charge within the initial 30-day warranty period. After this warranty period, any damaged disk will be replaced for a fee of $10.00, proof of purchase, and a note describing the problem. The program provides users with unlimited usage and can be obtained from Southwest EdPsych Services, Inc., PO Box 1870, Phoenix Arizona 85001. Price $100.00.
Computer Applications
325
REFERENCES Hale, R. L. (1987). Computer applications: Software reviews. Journal ofSchool Psychology, 25,431-440. Kavale, K. A., & Forness, S. R. (1984). A meta-analysis of the validity of Wechsler Scale profiles and recategorizations: Patterns or parodies? Learning Disability Qmrter(y, 7, 136-156. Kramer, J. J., Henning-Stout, M., Ullman, D. P., & Schellenberg, R. P. (1987). The viability of scatter analysis on the WISC-R and the SBIS: Examining a vestige. Journal of Psychoeducational Assessment, 5, 37-47. Watkins, M., & Kush, J. (1988). Manualjir Rational WZSC-R Analysis. Phoenix, SouthWest EdPsych Services, AZ: Inc.
COMPUTER
PROGRAMS
Peer-Nominated Social Status: A Computerized Scoring Program for Identifying At-Risk Children Timothy 1. Turco Lehigh University
Stephen N. Elliott University
of Wisconsin-Madison
This computer program will classify students’ social status according Coie, Dodge, and Coppotelli (Deuclopmntd Psychology, 18(4), 557-570,
to the criteria of 1982). The program requires the user to tally the number of times each student in the class was nominated “liked most” (LM) and “liked least” (LL). These LM and LL scores are used to identify students in one of five social status groups: (a) popular, (b) rejected, (c) neglected, (d) controversial, and (e) average. Research on these social groupings is discussed. The program accepts input from the computer keyboard and produces output on the computer screen and a printer.
The identification and treatment of socially incompetent elementary school children warrants the attention of psychological researchers and practitioners alike. This call for attention is based on the recent research that indicates social skills deficits in early childhood are relatively stable over time, are related to poor academic performance, and may be predictive of social adjustment problems and serious psychopathology in adolescents and adults (Coie & Dodge, 1983; Coie & Krehbiel, 1984; Cowen, Pederson, Babigian, Izzo, & Trost, 1973; Roff, Sells, & Golden, 1972). Children’s social competence at school is usually assessed by direct observation, teacher interview, or behavior rating scale (Gresham & Elliott, 1984). The purpose of the present article is to describe a recently developed peer nomination technique by Coie, Dodge, and CoppoAddress correspondence and reprint requests to Timothy L. Turco, College of Education, Department of Counseling, School Psychology and Special Education, Mountaintop Campus, Lehigh University, 111 Research Drive, Bethlehem, PA 18015-4792.
Jm,do/S&d PrylMo~. Vol. 27, pp. 323-334, 1989 Pergamon Press plc Primed in the USA.
COMPUTER APPLICATIONS Robert 1. Hale, Associate Editor SOFTWARE
REVIEWS
Rational WISC-R Analysis Robert 1. Ha/e The Pennsylvania
State University
GENERAL OVERVIEW The Rational WISC-R Analysis package, as it is distributed by Southwest EdPsych Services Inc., includes a 5V4” computer disk on which the programs are written, and a 16-page user’s manual. It was a pleasure to read the unremittingly honest introductory section in the manual. However, after doing so, one begins to wonder why school psychologists would continue the WI%-R analysis endeavor. Watkins and Kush (1988), the program’s authors, summarize the literature concerning subtest analysis in the last paragraph of that section. They simply state: It is necessary for the user to understand and accept the limitations of WISC-R techniques to quantitatively analysis. Kavale and Forness (1984) used meta-analysis summarize the research literature concerning the application of WISC-R subtest patterns for differential diagnosis of learning disabilities. They found that “no recategorization, profile, factor cluster, or pattern showed a significant difference between learning disabled and normal samples.” These authors concluded that “profile and scatter analysis is not defensible and that use of the Wechsler Scales should focus only on global intelligence assessment.” Hale’s (1987) review of WISC-R subtest pattern research led him to conclude that “knowledge of a child’s WISC-R subtest profile does not appreciably help school psychologists in predicting either academic achievement levels or behavioral difftculties.” Kramer, Henning-Stout, Ullman, and Schellenberg (1987) considered the utility of WISC-R subtest scatter and noted that “measures of subtest scatter on the WISC-R generally have been found to be unrelated to diagnostic category, academic achievement, or specific remedial strategies.” These authors concluded that “there is no evidence that hypothesis generation based on scatter profiles from a~ intelligence test leads to effective programming. (p. 2)
However, prospective users should note that the package allows more than simply calculating which subtests might constitute a significant strength or weakness compared to a reference point. In addition to significance tests dealing with WISC-R subtest deviations, a great deal of descriptive information from diverse sources concerning IQ, subtests, and factors can be quickly pulled together with this package.
PERFORMANCE After starting the program, users enter either the youngster’s name or identification code and birth date and date of testing. The youngster’s age is automatically calculated
Address correspondence and reprint requests to Robert 138 Cedar Building, University Park, PA 16802.
323
L. Hale, Pennsylvania
State University,
324
The Journal of School Psychology
so that appropriate norm tables will be used in the remaining procedures. Users then enter the child’s Verbal, Performance, and Full Scale IQs. The program subsequently calculates percentile ranks, identifies the functioning ranges, and calculates 90%, 95%, and 99% confidence intervals for each score. The program appropriately traps faulty input data. Next, subtest scaled scores are entered and the error trapping routines assure that the subtest scores equate to the previously entered IQs. Significance tests for subtest deviations from Verbal and Performance means with Bonferroni error adjustments are made along with calculations for the significance and prevalence of Verbal and Performance IQdifferences. Verbal Comprehension, Perceptual Organization, and Freedom From Distractibility factor deviation quotients can be calculated, along with their respective means, percentiles, functioning ranges, and confidence intervals. Significance tests are conducted using subtest scaled scores with the appropriate factor means as reference points. Each subtest’s specificity is designated as inadequate, adequate or ample. The significance and prevalence of Verbal Compreand Freedom From Distractibility quotients are hension, Perceptual Organization, calculated. Bannatyne and Kaufman recategorization and factor scores can be calculated. The program can be used to produce a subtest profile graph with a narrative description. The narrative description is provided in a text file stored on the disk. Users of the software can edit this file so that the subtest descriptions are tailored to what they believe each subtest is measuring. At each step in the analysis, users can elect to continue, print the results, or quit. It would be a nice addition if the results could be directed to a text file on another disk. If this feature were added, incorporating these calculations into reports would not require that they be retyped.
REQUIREMENTS The package requires a 128K Apple IIe, IIc, or IIgs with a single disk drive and 80column card. If results are to be printed, an appropriate printer will also be needed. The manual is quite clearly written. With one reading, even unsophisticated users should have no difficulty in running the software. All of the calculation algorithms appear to be correctly implemented. During the review process, several sample data sets and hand calculations were used to test the program; no errors were detected. Every mathematical procedure is clearly referenced and users are urged by the authors to make themselves more knowledgeable by reading the original sources for the implemented routines.
TOTAL IMPRESSION The Rational WISC-R Analysis package appears to be an excellent comprehensive package for providing users with appropriate calculations regarding WISC-R IQs, subtests, factors, and recategorized scores. The authors are quite honest with respect to evaluatconsidering the findings in our professional ing the applicability of those calculations, literature. They provide references for each calculation and interpretation. While the actual programming code is not available to the individual user because of data protection schemes on the copy-protected disk, a backup disk is available for $10.00 by returning the product registration card. All damaged disks are replaced free of charge within the initial 30-day warranty period. After this warranty period, any damaged disk will be replaced for a fee of $10.00, proof of purchase, and a note describing the problem. The program provides users with unlimited usage and can be obtained from Southwest EdPsych Services, Inc., PO Box 1870, Phoenix Arizona 85001. Price $100.00.
Computer Applications
325
REFERENCES Hale, R. L. (1987). Computer applications: Software reviews. Journal ofSchool Psychology, 25,431-440. Kavale, K. A., & Forness, S. R. (1984). A meta-analysis of the validity of Wechsler Scale profiles and recategorizations: Patterns or parodies? Learning Disability Qmrter(y, 7, 136-156. Kramer, J. J., Henning-Stout, M., Ullman, D. P., & Schellenberg, R. P. (1987). The viability of scatter analysis on the WISC-R and the SBIS: Examining a vestige. Journal of Psychoeducational Assessment, 5, 37-47. Watkins, M., & Kush, J. (1988). Manualjir Rational WZSC-R Analysis. Phoenix, SouthWest EdPsych Services, AZ: Inc.
COMPUTER
PROGRAMS
Peer-Nominated Social Status: A Computerized Scoring Program for Identifying At-Risk Children Timothy 1. Turco Lehigh University
Stephen N. Elliott University
of Wisconsin-Madison
This computer program will classify students’ social status according Coie, Dodge, and Coppotelli (Deuclopmntd Psychology, 18(4), 557-570,
to the criteria of 1982). The program requires the user to tally the number of times each student in the class was nominated “liked most” (LM) and “liked least” (LL). These LM and LL scores are used to identify students in one of five social status groups: (a) popular, (b) rejected, (c) neglected, (d) controversial, and (e) average. Research on these social groupings is discussed. The program accepts input from the computer keyboard and produces output on the computer screen and a printer.
The identification and treatment of socially incompetent elementary school children warrants the attention of psychological researchers and practitioners alike. This call for attention is based on the recent research that indicates social skills deficits in early childhood are relatively stable over time, are related to poor academic performance, and may be predictive of social adjustment problems and serious psychopathology in adolescents and adults (Coie & Dodge, 1983; Coie & Krehbiel, 1984; Cowen, Pederson, Babigian, Izzo, & Trost, 1973; Roff, Sells, & Golden, 1972). Children’s social competence at school is usually assessed by direct observation, teacher interview, or behavior rating scale (Gresham & Elliott, 1984). The purpose of the present article is to describe a recently developed peer nomination technique by Coie, Dodge, and CoppoAddress correspondence and reprint requests to Timothy L. Turco, College of Education, Department of Counseling, School Psychology and Special Education, Mountaintop Campus, Lehigh University, 111 Research Drive, Bethlehem, PA 18015-4792.