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題名：WISC-Ⅲ分測驗特殊組型基本率研究：臺灣常模、學習障礙及注意力缺陷過動症兒童之比較
書刊名：測驗年刊
作者：陳心怡 引用關係／楊宗仁 引用關係
作者(外文)：Chen, Hsin-yi／Yang, Tsung-ren
出版日期：2000
卷期：47:2
頁次：頁91-110
主題關鍵詞：分測驗特殊組型；基本率；臺灣常模；學習障礙；注意力缺陷過動症；WISC-Ⅲ；Subtest patterns；Base rates；Taiwan norm；LD；ADHD
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(29) 博士論文(3) 專書(2) 專書論文(0)
  • 排除自我引用排除自我引用:23
  • 共同引用共同引用:29
  • 點閱點閱:61
　　　　　個別化智力測驗的實施，除了評量兒童一般智力之外，另一項主要的功能便是幫助主試瞭解兒童在各分測驗認知能力上之強弱，以利後續教育診斷工作之推展。魏氏兒童智力量表第三版（WISC-III）是國內外心理教育界最常用的個別化智力測驗之一，魏氏量表分測驗特殊組型的研究一直受到廣泛研究與討論，然需國內相關資料卻有限。本研究呈現WISC-III臺灣常模樣本中全量表智商在70分以上的1,076位兒童在「ACID組型」、「ACIDS組型」、「POI/SCAD差異分數」與「Bannatyne組型」等重要WISC-III分測驗特殊組型之基本率 (Base rates)，並將45位學障、22位注意力缺陷過動症（ADHD）兒童在這些特殊組型上呈現之出現率與較低智商一般兒童表現做初步比較。主要研究發現為：(1)國內常模所呈現之基本率與美國常模基本率一致，並無太大差異；(2)學障與ADHD兒童在「ACID組型」、「ACIDS模型」、「POI/SCAD差異分數」與「Bannatyne假設」上均呈現比一般兒童為高之出現率。本研究結果說明WISC-III分測驗特殊組型是值得教育與臨床實務工作者注意之有用訊息。然而應用時需瞭解其限制，否則很容易進行不當之詮釋。文中針對本研究相關重要限制加以討論，並對未來研究方向提出具體建議。
　　　　　There are two major purpose for administering individualized intelligence test: one is to know the general IQ for a child; the other is to examine the subtest profile. Wechsler Intelligence Scale for Children, the third edition (WISC-III) is one of the most frequently used individualized intelligence test in the world, researchers have been working constantly on investigating utility of special WISC-III subtest profiles. A total of 1,076 children from the Taiwan WISC-III standardization sample who have IQ equal or higher than 70 were selected to calculate the base rates for several well-known WISC-III subtest patterns, such as 'ACID'、'ACIDS'、'POI/SCAD differences', and 'Bannatyne combinations'. Besides, incidence of 45 LD, 22 ADHD, and 45 matched normal kids on these profiles were also analyzed. Major findings were: (1)WISC-III subtest profile base rates are similar between Taiwan and U.S.A norm samples. (2)In Taiwan, the prevalence rates of those profiles in LD and ADHD samples were greater than rates reported from the control group normal kids. Cautious should be made when interpreting these results, limitations and suggestions were also discussed.
期刊論文
1.Mayes, S. D.、Calhoun, S. L.、Crowell, E. W.(1998)。WISC-III Profiles for Children with and without Learning Disabilities。Psychology in the Schools，35(4)，309-316。  new window
2.Bannatyne, A.(1974)。Diagnosis: A Note on Recategorization of the WISC Scaled Scores。Journal of Learning Disabilities，7，272-274。  new window
3.Watkins, M. W.、Kush, J. C.、Glutting, J. J.(1997)。Discriminant and predictive validity of the WISC-III ACID profile among children with learning disabilities。School Psychology，34(4)，309-319。  new window
4.Slate, J. R.(1995)。Discrepancies between IQ and index scores for a clinical sample of students: useful diagnostic indicators。Psychology in the Schools，32，103-108。  new window
5.Willson, M. S.、Reschly, D. J.(1996)。Assessment in school psychology training and practice。School Psychology Review，25(1)，9-23。  new window
6.孟瑛如、陳麗如(20000300)。學習障礙學生在魏氏兒童智力量表上顯現之特質研究。特殊教育季刊，74，1-11。new window  延伸查詢new window
7.Ward, S. B.、Ward, T. J.、Hatt, C. V.、Young, D. L.、Mollner, N. R.(1995)。The incidence and utility of the ACID, ACIDS, and SCAD profiles in a referred population。Psychology in the Schools，32，267-276。  new window
8.Watkins, M. W.、Kush, J. C.、Glutting, J. J.(1997)。Prevalence and diagnostic utility of the WISC-III SCAD profile among children with disabilities。School Psychology Quarterly，12(3)，235-248。  new window
9.Forness, S. R.、Kavale, K. A.(1984)。A meta-analysis of the validity of Wechsler scale profiles and recategorizations: Patterns or parodies?。Learning Disability Quarterly，7，136-156。  new window
10.Berk, R. A.(1983)。The value of WISC-R profile analysis for the differential diagnosis of learning disabled children。Journal of Clinical Psychology，39，133-136。  new window
11.Wielkiewicz, R. M.(1990)。Interpreting low scores on the WISC-R third factor: It's more than distractibility。Psychological Assessment，2，91-97。  new window
12.Ackerman, P. T.、Dykman, R. A.、Psters, J. E.(1976)。Hierarchical factor patterns on the WISC as related to areas of learning deficit。Perceptual and Motor Skills，42，583-615。  new window
13.Asbury, C. A.、Strokes, A.、Adderly-Kelly, B.、Knuckle, E. P.(1989)。Effectiveness of selected neuropsychological, academic, and sociocultural measures for predicting Bannatyne categories in black Americans。Journal of Negro Education，58，177-188。  new window
14.Badian, N. A.(1984)。Can the WPPSI be Aid in identifying young children at risk for reading disability。Journal of Learning Disabilities，17(10)，583-587。  new window
15.Bannatyne, A.(1968)。Diagnosing learning disabilities and writing remedial prescriptions。Journal of Learning Disabilities，1，242-249。  new window
16.Bloom, A. S.、Topinka, C. W.、Goulet, M.、Reese, A.、Podruch, P. E.(1986)。Implications of Large WISC/ WISC-R Verbal-Performance IQ Discrepancies。Journal of Clinical Psychology，42，353-356。  new window
17.Clarizio, H.、Bernard, R.(1981)。Recategorized WISC-R scores of LD children and differential diagnosis。Psychology in the Schools，18，5-12。  new window
18.Dykman, R. A.、Ackerman, M. A.、Oglesby, B. A.(1980)。Correlates of problem solving in hyperactive, learning disabled and control boys。Journal of Learning Disabilities，3，23-32。  new window
19.Greenblatt, E.、Mattis, S.、Trad, P. V.(1991)。The ACID pattern and the freedom from distractibility factor in a child psychiatric population。Developmental Neuropsychology，7，121-130。  new window
20.Greenway, P.、Milne, L.(1999)。Relationship between Psychopathology, Learning Disabilities, or Both and WISC-III Subtest Scatter in Adolescents。Psychology in the Schools，36(2)，103-108。  new window
21.Hale, R. L.、Raymond, M. R.(1981)。Wechsler Intelligence Scale for Children-Revised (WISC-R) patterns of strengths and weaknesses as predictors of the intelligence-achievement relationship。Diagnostique，7，35-42。  new window
22.Hale, R. L.、Saxe, J. E.(1983)。Profile analysis of the Wechsler Intelligence Scale for Children - Revised。Journal of Psychoeducational Assessment，1，155-162。  new window
23.Hishinuma, E. S.、Yamakawa, R.(1993)。Construct and criterion-related validity of the WISC-III for exceptional students and those who are 'at-risk'。Journal of Psychoeducational Assessment，94-104。  new window
24.Humphries, T.、Bone, J.(1993)。Use of IQ criteria for evaluating the uniqueness of the learning disability profile。Journal of Learning Disabilities，26(5)，348-351。  new window
25.Forness, S. R.、Kavale, K. A.(1994)。Learning Disabilities and Intelligence: An Uneasy Alliance。Advances in Learning and Behavioral Disabilities，8，1-64。  new window
26.McDermott, P. A.、Fantuzzo, J. W.、Glutting, J. J.(1990)。Just say no to subtest analysis: A critique on Wechsler theory and practice。Journal of Psychoeducational Assessment，8，290-302。  new window
27.McDermott, P. A.、Fantuzzo, J. W.、Glutting, J. J.、Watkins, M. W.、Baggaley, A. R.(1992)。Illusions of Meaning in the Ipsative Assessment of Children's Ability。Journal of Special Education，25(4)，504-526。  new window
28.Newby, R. F.、Recht, D. R.、Caldwell, J.、Schaefer, J.(1993)。Comparison of WISC-III and WISC-R IQ changes over a 2-year time span in a sample of children with dyslexia。Journal of Psychoeducational Assessment，87-93。  new window
29.Prifitera, A.、Dersh, J.(1993)。Base rates of WISC-III diagnostic subtest patterns among normal, learning-disabled, and ADHD samples。Journal of Psychoeducational Assessment，43-55。  new window
30.Rugel, R. P.(1974)。WISC subtest scores of disabled readers: A review with respect to Bannatyne's recategorization。Journal of Learning Disabilities，7，57-64。  new window
31.Sandoval, J.、Sassenrath, J.、Penaloza, M.(1988)。Similarity of WISC-R and WAIS-R scores at age 16。Psychology in the Schools，25，373-379。  new window
32.Watkins, M. W.、Kush, J. C.(1994)。WISC-R subtest analysis: The right way, the wrong way, or no way?。School Psychology Review，23，640-651。  new window
33.Zachary, R. A.(1990)。Wechsler's intelligence scales: Theoretical and practical considerations。Journal of Psychoeducational Assessment，8，276-289。  new window
會議論文
1.Sandoval, J.(1984)。Verifying the WISC-R ACID profile。Philadelphia, PA。  new window
圖書
1.Wechsler, David(1958)。The measurement and appraisal of adult intelligence。Baltimore, Maryland USA：Williams & Wilkins Co。  new window
2.Kaufman, A. S.(1990)。Assessing Adolescent and Adult Intelligence。Boston, MA：Allyn and Bacon。  new window
3.Sattler, J. M.(1992)。Assessment of Children。San Diego, CA：Jerome M. Sattler。  new window
4.Kamphaus, R. W.(1993)。Clinical assessment of children’s intelligence。Needham Heights, MA：Allyn and Bacon。  new window
5.Lezak, M. D.(1995)。Neuropsychological Assessment。Oxford University Press。  new window
6.洪儷瑜(1999)。漢字視知覺測驗。臺北：國家科學委員會：教育部特殊教育工作小組。  延伸查詢new window
7.陳榮華(1997)。魏氏兒童智力量表指導手冊。臺北：中國行為科學社。  延伸查詢new window
8.Kaufman, A. S.(1994)。Intelligent Testing with the WISC-III。New York, NY：John Wiley & Sons, Inc.。  new window
9.Wechsler, D.(1991)。Wechsler Intelligence Scale for Children, the third edition (WISC-III) Manual。San Antonio, TX：The Psychological Corporation。  new window
10.Sattler, J. M.(1982)。Assessment of children's intelligence and special abilities。Allyn and Bacon。  new window
11.陳振宇、謝淑蘭、成戎珠、黃朝慶、洪碧霞、櫻井正二郎、吳裕益、邱上真、陳小娟、曾進興(1996)。兒童認知功能綜合測驗使用。台北：教育部社會教育司。  延伸查詢new window
12.Bannatyne, A.(1971)。Language, Reading and Learning Disabilities。Language, Reading and Learning Disabilities。Springfield, IL。  new window
13.Cooper, S.(1995)。The clinical use and interpretation of the Wechsler intelligence scale for children - third edition。The clinical use and interpretation of the Wechsler intelligence scale for children - third edition。Springfield, IL：Charles C Thomas。  new window
14.Joschko, M.、Rourke, B. P.(1985)。Neuropsychological subtypes of learning disabled children who exhibit the ACID pattern on the WISC。Neuropsychology of learning disabilities: Essentials of subtype analysis。New York, NY：Guilford Press。  new window
15.Kaufman, A. S.、Harrison, P. L.、Ittenbach, R. F.(1990)。Intelligence testing in the schools。The handbook of school psychology。New York, NY：Wiley。  new window
16.Spreen, O.、Strauss, E.(1998)。A Compendium of Neuropsychological Tests: Administration, Norms, and Commentary。New York：Oxford university Press。  new window
圖書論文
1.Matarazzo, J. D.、Herman, D. O.(1985)。Clinical uses of the WAIS-R: Base rates of differences between VIQ-PIQ in the WAIS-R standardization sample。Handbook of intelligence: Theories, measurements, and applications。New York：John Wiley。  new window
2.洪儷瑜(2000)。特殊需求學生轉介資料表。學習障礙學生鑑定與診斷指導手冊。台北市：教育部特殊教育工作小組。  延伸查詢new window
3.Reynolds, C. R.、Kaufman, A. S.(1990)。Assessment of children's intelligence with the Wechsler Intelligence Scale for Children-revised。Handbook of psychological and educational assessment of children: Intelligence and achievement。New York, NY：Guilford Press。  new window
 
 
 
 
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