Es. Hishinuma et R. Yamakawa, CONSTRUCT AND CRITERION-RELATED VALIDITY OF THE WISC-III FOR EXCEPTIONAL STUDENTS AND THOSE WHO ARE AT RISK, Journal of psychoeducational assessment, 1993, pp. 94-104
Using an ''at-risk'' and special-education sample, this study investig
ated the validity of the WISC-III. Derived IQs generally differentiate
d among samples of exceptional children. The Wechsler concept of globa
l intelligence, or g, and the WISC-III four-factor model were supporte
d overall. Symbol Search loaded highest on Processing Speed (PS); howe
ver, Picture Arrangement loaded almost exclusively on PS contrary to p
rior results. PS appeared to be associated with visual-motor/sequentia
l processing with a timed component. When the relationships among the
WISC-III and the DTLA-3, PPVT-R, WRAT-R, and Piers-Harris were examine
d, support for the overall validity of the WISC-III was evidenced. Ver
bal measures tended to exhibit higher validity correlations and compri
sed factor 1 of the multitest factor analysis. Factors 2 and 3 were as
sociated with nonverbal abilities, and factor 4 appeared to be achieve
ment related. Further research is needed to extend the knowledge-base
of the validity of the WISC-III, including its factor structure and fu
nctional utility.