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Curing Mental Retardation and Causing Learning Disabilities: Consequences of Using Various WISC-III IQs to Estimate Aptitude of Hispanic Students

Research Programs for Students At-Risk University of California at Riverside

Frank M. Gresham

Research Programs for Students At-Risk University of California at Riverside

Kathleen M. Bocian

Research Programs for Students At-Risk University of California at Riverside

An ethnically stratified sample of 150 children referred to school study teams (SSTs) were administered the WISC-III and WRAT-R and assigned by research criteria reflecting the State of California criteria as having mental retardation, a learning disability, or neither disability (ineligible). When the WISC-III IQs were compared, the Hispanic subjects in the referred sample achieved PIQs that were on average 8 points higher than VIQ a difference not found for White or Black groups. Use of PIQ rather than FSIQ resulted in a dramatic reduction in the number of Hispanic students qualifying as children with mental retardation; however, use of PIQ also markedly increased the number of Hispanic students qualifying as children with a "severe discrepancy" as learning disabled. The actual school decisions reached on these children were contrasted to research criteria, revealing rather limited congruence with classifications based on either FSIQ or PIQ. Finally, multivariate analyses revealed significant differences between "stable" (qualifying under both FSIQ and PIQ) cases of mental retardation, learning disabilities, and ineligible on achievement and deportment.

Journal of Psychoeducational Assessment, Vol. 16, No. 1, 36-54 (1998)
DOI: 10.1177/073428299801600103


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