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Journal of Learning Disabilities
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External Validity of the Profile Variability Index for the K-ABC, Stanford-Binet, and WISC-R

Another Cul-de-Sac

Rex B. Kline

Rex B. Kline received his PhD in clinical psychology from Wayne State University and is associate professor of psychology at Concordia University, Montreal, Canada. Address: Rex B. Kline, Department of Psychology, Concordia University, Montreal, Quebec, Canada H3G 1M8.

Joseph Snyder

Joseph Snyder received his PhD in measurement and evaluation from Teachers College, Columbia University. He is a former school psychologist who is currently a part-time instructor at Concordia University.

Sylvie Guilmette

Sylvie Guilmette received her BA in psychology from Concordia University.

Maria Castellanos

Maria Castellanos received her MEd from McGill University (Montreal) and is a school psychologist with La Commission Scolaire Jerome-Le Royer, Montreal.

Clinicians often attach interpretive significance to high variability among subtest scores in IQ profiles of adults and children. In this study we evaluated the external validity of a relatively new measure of IQ subtest variability, the profile variability index (PVI). Within a sample of referred children, we administered the Kaufman Assessment Battery for Children, the Fourth Edition Stanford-Binet, and the Wechsler Intelligence Scale for Children-Revised. We calculated PVIs for each child from each test and correlated these values with achievement scores and indexes of discrepancy between actual and predicted scholastic achievement. Against these external criteria, PVI information from all three cognitive-ability batteries had essentially nil validity. We discuss implications of these findings for future research in this area.

Journal of Learning Disabilities, Vol. 26, No. 8, 557-567 (1993)
DOI: 10.1177/002221949302600809
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Home page
 Canadian Journal of School PsychologyHome page
S. Juni and R. Trobliger
Codification of Intratest Scatter on the Wechsler Intelligence Scales: Critique and Proposed Methodology
Canadian Journal of School Psychology, June 1, 2009; 24(2): 140 - 157.
[Abstract] [PDF]