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Relationship Between the K-ABC and WISC-R for Students Referred for Severe Learning Disabilities

Douglas K. Smith, PhD, is professor of psychology and director of the School Psychology Program at the University of Wisconsin-River Falls. He received his PhD from Georgia State University.

Mark A. Lyon, PhD

Mark A. Lyon, PhD, is associate professor of psychology and teaches in the School Psychology Program at the University of Wisconsin-River Falls. He received his PhD from the University of Wisconsin-Madison.

Ellen Hunter

Ellen Hunter is currently the coordinator of learning disabilities services at The Children's Hospital in Denver, Colorado. She received her MSEd from the University of Wisconsin-River Falls.

Ray Boyd

Ray Boyd is director of diagnostic services at the Groves Learning Center. He received his School Psychology training at the University of Wisconsin-River Falls. Address: Douglas K. Smith, Department of Psychology, University of Wisconsin-River Falls, River Falls, WI 54022.

This study examined the relationship between performance on the K-ABC and the WISC-R for 67 students referred for evaluation as a result of serious academic or academic/behavioral problems. Of the 67 students referred, 32 were identified as having severe learning disabilities. The correlational results of the study documented strong relationships among all of the global standard scores on both instruments (r = .65 to .95). Individual performance patterns reflected a preponderance of Simultaneous > Sequential processing and Performance IQ > Verbal IQ patterns for the students with severe learning disabilities, but not for the students without severe learning disabilities. The results of t tests also confirmed Simultaneous > Sequential, Mental Processing Composite > Achievement, and Performance IQ > Verbal IQ differences for the students with severe learning disabilities.

Journal of Learning Disabilities, Vol. 21, No. 8, 509-513 (1988)
DOI: 10.1177/002221948802100812


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