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1994b; Kaufman & Lichtenberger, 1999, 2000; see 11). Research on the WISC-R has shed light on a possible Wechsler profile using Bannatyne s categorizations. According to Bannatyne s system for categorizing Wechsler profiles (see 10), a characteristic profile on the WISC-R for gifted children and adolescents appears to be the Verbal Conceptualization > Acquired Knowledge > Spatial > Sequential pattern. Although many gifted individuals have higher Verbal than Performance IQs, the Verbal subtests appear to split into the two distinct and somewhat unexpected categories of Verbal Conceptualization and Acquired Knowledge. McGee and Brown (1984) also found that Comprehension scores were significantly higher than Information and Vocabulary scores on the WISC-R for children being considered for gifted placement and on the WAIS for bright college students, even though Comprehension scores are less dependent on formal education and other skills in which gifted individuals typically excel. Wilkinson (1993) found a WISC-R pattern of Verbal Comprehension > Perceptual Organization for 13% of her gifted third graders and 51% had Freedom from Distractibility factor scores that were lower than both the Verbal Comprehension and Perceptual Organization factors. Her research findings of (VC > PO > FD) lends support to the suggested Bannatyne profile in which sequential abilities are the weakest in comparison to spatial, verbal, or acquired knowledge. Future research will need to determine whether these patterns are also borne out in gifted samples on the WISC-III and WAIS-III. Problems with the WAIS-III and WISC-III for High-Functioning Individuals One of the commonly noted problems with the WAIS-III and the WISC-III (as well as the WPPSI-R) in the assessment of gifted individuals is the significant emphasis that each test places on the speed of response (Kaufman, 1992; Sparrow & Gurland, 1998). In addition to the Processing Speed subtests of the WAIS-III and WISC-III,
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Block Design, Object Assembly, and Arithmetic (and Picture Arrangement on WISC-III) assign bonus points for speed, greatly affecting the scores of those who are slow to respond. For example, depending on the person s age, if he or she obtains a perfect performance but no bonus points for speed on the aforementioned WISC-III subtests, the maximum scaled score may be as low as 6 or 7 (Kaufman, 1993b). Individuals may respond slowly if they have a reflective problem-solving style or if they have a mild coordination problem, even if they are intellectually gifted. Thus, nonintellectual variables, such as fine-motor coordination or cognitive style, may influence the WISC-III and WAIS-III scores when a person s cognitive ability is supposedly measured. In situations where an individual s scores may have been influenced by his or her reflective style or coordination problems, appropriate steps may be taken to clarify why the scores are depressed (Kaufman & Lichtenberger, 2000). For example, supplementary tests may be given that do not emphasize speed of responding or tests of motor coordination may be administered to demonstrate what variables impacted performance on the Wechsler scales. Considerations for Using Wechsler IQs in Gifted Assessment The traditional use of intelligence test scores as the sole criterion for gifted functioning has been highly criticized. In the public schools, rigid criterion scores are frequently used to enable students with IQs of 131 to enter a gifted program but deny entrance to those with IQs of 129. Similar rigid cut-offs for cognitive test scores may be used for entrance to honors classes, advanced placement, or other activities for exceptional adolescents and adults. Cognitive test scores may be emphasized while other evidence, such as outstanding school achievement or creative accomplishment, is ignored. Abusive practices such as these have led some professionals who work with the gifted to argue that identification of gifted individuals by using intelligence test scores is a serious mistake (e.g., Sternberg, 1986; Treffinger & Renzulli, 1986).
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