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of retarded adolescents who were identified with the WISC-III and are reevaluated with the WAIS-III. The major practical issue addressed in this section, however, is whether an examiner would be wiser to select the WAIS-III or WISC-III when testing individuals at the age of overlap: 16 years 0 months through 16 years 11 months. The extreme similarity in the factor structures of the WAIS-III and WISC-III is discussed in 7. Indeed, the WAIS-III is a descendant of Form I of the Wechsler-Bellevue, and the WISC-III is the offspring of its alternate form, the Wechsler-Bellevue II. One would, therefore, anticipate comparable underlying structures for the two tests; a simple examination of the items composing each of the subtests that the WAIS-III and WISC-III share (all but Matrix Reasoning, Letter-Number Sequencing, and Mazes) reveals that each set of items comes from essentially a common item pool. The next sections evaluate the statistical comparability of the WAIS-III and WISC-III by studying the relationships between the scores yielded by their respective IQ scales and subtests. Counterbalanced WAIS-III/WISC-III Study of a Normal Sample The Psychological Corporation (1997, Table 4.3) presented data from a carefully counterbalanced study of 184 16-year-olds of average intelligence who were administered the WAIS-III and WISC-III with a time interval of 2 to 12 weeks. Correlations between Verbal IQs were .88, Performance IQs .78, and Full Scale IQs .88. Mean Verbal IQs and Performance IQs were virtually identical (0.5 points different), with the WAIS-III producing mean Full Scale IQs that were quite similar to WISC-III IQs (0.7 points different). Because the WAIS-III was standardized about 5 to 6 years later than the WISC-III, one would have predicted lower WAIS-III IQs by about 1 1 2 points, based on Flynn s (1998) analyses of changes in intelligence test performance across generations. However, that prediction was
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not borne out with this particular sample, and, as Flynn (1998) points out, sampling error can easily create a difference between two standardization samples of that magnitude (p. 1236). In addition to the IQs, the WAIS-III and WISC-III scaled scores correlate quite substantially in normal samples (Psychological Corporation, 1997). The mean IQs and scaled scores on the two tests are quite similar in magnitude. As shown in Table 6.7, in a sample of 184 16-yearolds who were administered both the WISC-III and WAIS-III within a 2- to 12-week interval, the mean difference between subtest scaled scores was .05 and the median correlation between the subtests was .71. These findings, along with the magnitude of the IQ correlations, indicate that the two instruments are measuring the same, or very similar, constructs. Counterbalanced Studies of Exceptional Samples Although no data on both the WISC-III and WAIS-III, other than those reported in the WAIS-III manual, are available, Sandoval, Sassenrath, and Penaloza (1988) conducted an earlier counterbalanced study of the WISC-R and WAIS-R. They used a small sample (N = 30; 15 males, 15 females; 18 Caucasian, 12 Hispanics) of learning-disabled 16-year-olds with Full Scale IQs between 87 and 116. WISC-R IQs were higher than WAIS-R IQs by about 1 point on the Full Scale and nearly 3 points on the Performance Scale; WAIS-R V-IQ was about 1 point higher than the corresponding WISC-R IQ. None of these differences reached significance at the .05 level. The Verbal and Full Scale IQs each correlated .96 and the Performance Scale correlated .82, mirroring the pattern of correlations found by Wechsler (1981) for normal adolescents. As was true for normal individuals, the learningdisabled adolescents tested by Sandoval et al. (1988) manifested high correlations for some subtests (the four Verbal Comprehension subtests on the WAIS-R correlated .82 .93 with their WISC-R counterparts) and abysmally low
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