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PART I
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INTRODUCTION TO THE ASSESSMENT OF ADOLESCENT AND ADULT INTELLIGENCE
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Thus, the explanation of the problem is not simple or obvious. Yet, there certainly seems to be some connection to the occupational and educational variables, as evidenced by the relationships of IQ to these socioeconomic variables at ages 16 19 (see 4 for further discussion). For example, educational attainment correlated only .19 with WAIS-R Full Scale IQ at ages 16 17, compared with coefficients of .50 .67 for other age groups, suggesting a problem with the sampling at ages 16 17. However, the fact that the stratification variables of occupational group and educational attainment operated differently for 16- to 19-versus 20- to 74-year-olds may well be related to the seemingly wrong norms for the youngest two age groups in the WAIS-R sample. Further, the lack of a clear-cut explanation did not vitiate the severity of the problem when the WAIS-R was the test of choice from the early 1980s to late 1990s. In contrast to the WAIS-R 16- to 19-year-old norms that appear too soft, are the WAIS-III norms, which yield spuriously low IQs for those in their late teens. The explanation for the steep norms for ages 18 19 on the WAIS-III may be related to how The Psychological Corporation gathered the data (Kaufman, 2000a). For ages 16 19, the parents education was used, but for individuals aged 20 or above, a person s own educational attainment was used. Whereas the parents of older adolescents included nearly 20% college graduates, the 20- to 24-year-olds only included 11% college graduates. The relatively high level of educational attainment of the 16 19 year olds parents may have given them an unfair advantage relative to the 20- to 24-year-olds who are still in the process of obtaining their higher education.
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ever, these norms do increase from ages 16 17 to 18 19, as would be expected. Although these findings suggest that the WAIS-III norms for older adolescents should be considered valid, examiners should keep in mind that norms for the older version of the test, the WAIS-R, are suspect. Even though the WAIS-R is an outdated test, examiners need to understand the peculiarities of the 16- to 19-year-old norms (1) when interpreting a client s WAIS-R IQs obtained at ages 16 19 with his or her WAIS-III IQs obtained during adulthood, and (2) when interpreting research studies that compare the WAIS-R and WAIS-III based on samples that include a substantial proportion of adolescents.
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Overview of Developmental Trends
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The present discussion supports the construct validity of the W-B I and WAIS inasmuch as the developmental trends observed for these instruments conform to what research has shown to characterize adolescent and adult intellectual development when no effort is made to control for cohort differences (see 5). The construct validity of the WAIS-R and WAIS-III is supported for the adult age range. Consequently, the W-B I, WAIS, WAIS-R, and WAIS-III are sufficiently comparable in the constructs they measure across the adult age ranges, when developmental changes are used as the criterion, but the data for ages 16 19 are not very similar across the four instruments.
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Clinical Implications of the WAIS-III Norms at Ages 16 19
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The lack of gain from ages 18 19 to 20 24 on the WAIS-III should be internalized by clinicians. The norms for individuals ages 16 19 are likely to be slightly inflated relative to young adults. How-
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CORRELATIONS BETWEEN THE W-B I AND WAIS, WAIS AND WAIS-R, AND THE WAIS-R AND WAIS-III
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The various construct validation approaches described previously are instrumental in determin-
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FROM THE WECHSLER-BELLEVUE I TO THE WAIS-III
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ing whether research findings on the W-B I, WAIS, and WAIS-R can be applied to the WAIS-III. Just as valuable as these theoretically based approaches is a simple, pragmatic procedure: correlations between the scores yielded by one test battery and the test battery that was developed to replace it.
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