This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Guilmette, T. J. Articles by Queally, P. T. Search for Related Content Social Bookmarking                         What's this?

A Comparison of the WISC-III and the Otis-Lennon School Ability Test with Students Referred for Learning Disabilities

Providence College and Brown University School of Medicine, tguilmet{at}providence.edu

Mary Lynne Kennedy

Cranston School Department, Cranston, Rhode Island

Paul T. Queally

Providence College

The Otis-Lennon School Ability Test-Sixth Edition (OLSAT-6) and the Wechsler Intelligence Scale for Children-Third Edition (WISC-I1) were administered to 201 elementary school children who were referred for evaluation of possible learning disabilities. The OLSAT-6 and the WISC-III were significantly correlated (r = .62, r² = 38%), although the WISC-III Full Scale IQs were significantly higher than the OLSAT-6 Total scores. In two-thirds of cases, the OLSAT-6 Total score underestimated the WISC-III Full Scale IQ by a range of 1 to 35 points. The standard error of estimate for the OLSAT-6 in predicting the WISC-III was 7.48 points. The use of the OLSAT-6 in estimating overall intellectual abilities in children with suspected learning disabilities is not encouraged because it may frequently underestimate students' actual abilities, which may result in fewer appropriate referrals for further educational and intellectual assessment.

Journal of Psychoeducational Assessment, Vol. 19, No. 3, 239-244 (2001)
DOI: 10.1177/073428290101900304


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?