Discriminant Validity of the WISC-IV Culture-Language Interpretive Matrix

Contemporary School Psychology - Tập 18 - Trang 168-177 - 2014
Kara M. Styck1, Marley W. Watkins2
1Department of Educational Psychology, University of Texas at San Antonio, San Antonio, USA
2Department of Educational Psychology, Baylor University, Waco, USA

Tóm tắt

The Culture-Language Interpretive Matrix (C-LIM) was developed to help practitioners determine the validity of test scores obtained from students who are culturally and linguistically different from the normative group of a test. The present study used an idiographic approach to investigate the diagnostic utility of the C-LIM for the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-IV) for distinguishing between a referred sample of 69 English language learners, 79 English-speakers diagnosed with Autism, and 216 English speakers referred for a special education evaluation. Results indicated that the WISC-IV C-LIM differentiated between these groups of students at chance rates. Evidence from the previous studies along with the results of the current study does not support the use of the C-LIM for making decisions about individuals in applied practice.

Tài liệu tham khảo

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