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題名：魏氏兒童智力量表第三版（WISC-Ⅲ）對學習障礙學生的診斷功能之探析
書刊名：特殊教育研究學刊
作者：鍾曉芬／孟瑛如 引用關係
作者(外文)：Chung, Hsiao-fen／Meng, Ying-ru
出版日期：2004
卷期：26
頁次：頁319-341
主題關鍵詞：魏氏兒童智力量表；學習障礙；診斷功能；WISC-Ⅲ；Learning disabilities；Diagnostic function
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(5) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:71
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本研究主要目的是為了瞭解桃竹苗四縣市之學障學生在魏氏兒童智力量表第三版(The Wechsler Intelligence Scale for Children-Third Education‚ WISC-III) 上的分數組型分佈現象，研究方法採取後設分析法(meta-analysis)，比較學障學生與國內外一般學生在WISC-III之表現特質差異。研究樣本為276位國中小學生，平均年齡12.3歲。主要研究結果為：一、學障學生的語文智商、作業智商、全量表智商、語文理解因素指數、知覺組織因素指數、專心注意因素指數及處理速度因素指數的平均數與一般學生具有顯著差異，學習障礙學生於作業能力上的表現普遍優於語文能力；二、 學障學生明顯存有內在能力發展不一致的特質傾向；三、學障學生之專心注意及處理速度明顯是認知功能上之顯著弱勢能力；四、學障學生在WISC-III的認知能力表現方面確實存有特殊組型，其中以「PIO-SCAD差異分數」，的組型出現率最高；五、各項特殊組型對語文智商、作業智商、語文理解因素指數、知覺組織因素指數及處理速度因素指數最具預測力者為「PIO-SCAD差異分數」，對全量表智商最具預測力者為「Bannatyne分類組型」，對專心注意因素指數最具預測力者則為「WDI指數」；六、學障學生得分較低的前四項分測驗正可形成WISC-III之ACID組型；七、WISC-III十三項分測驗經因素分析，得到四個因素組合，並重新歸類為「語文理解」（包含詞彙、常識、類同、理解）、「空間及注意力」（包含圖形設計、物型配置、算術、記憶廣度）、「推理組織」（包含圖畫補充、連環圖系、迷津）及「處理速度」（包含符號替代、符號尋找）。四項因素能解釋的累積變異量為59.859％。
The aim of this research was to study the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) subtest patterns of children with learning disabilities (LD) in Taiwan, and explore how to use these subtest patterns for the references to analyze the characteristics of LD while diagnosing LD group. The subjects were 276 elementary school and junior high school students from Tao-Yuan county, Hsin-Chu county, Hsin-Chu city, and Miao-Li county, who were considered to have difficulties in learning, specifically, in listening, speaking, reading, writing, and mathematics. The major findings of this study were as follows: 1. LD's PIQ scores were higher than VIQ scores; POI scores were higher than VCI scores. When comparing to general children, all the 7 scale scores were statistically significant, especially the FDI. When comparing to LD samples of the United States, VIQ, FSIQ, VCI, and FDI were statistically significant. 2. In this LD group, 32% had a severe discrepancy between verbal and performance ability. 3. The LD's FDI & PSI were obvious weakness of cognitive ability. 4. The base rates of subtest patterns (ACID, SCAD, POI-SCAD & Bannatyne) were statistically significant higher, especially the POI-SCAD subtest pattern. 5. The regression analysis indicated that the best subtest pattern for predicting was VIQ, PIQ, VCI, POI & PSI was POI-SCAD; the best subtest pattern for predicting FSIQ was Bannatyne subtest; the best subtest pattern for predicting FDI was WDI. 6. The LD earned lower scores in the Information, Arithmetic, coding, and Digit Span those four subtests and these could compose the ACID pattern. 7. Four factors in 13 subtests had been acquired: Verbal Comprehension, Spatial ability & Attention, Reasoning & Organization, and Processing Speed. The further implications will be discussed in the paper.
期刊論文
1.陳心怡、楊宗仁、朱建軍、張本聖(20020700)。WISC-Ⅲ簡式「多重版本-多重樣本-多重方法」之智商估計效度研究。測驗年刊，49(2)，155-182。new window  延伸查詢new window
2.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
3.陳淑麗、洪儷瑜(20030300)。學習障礙國中學生在不同差距標準差異之研究。特殊教育研究學刊，24，85-111。new window  延伸查詢new window
4.胡永崇(20020900)。高雄地區國中三年級學習障礙學生之WISC-Ⅲ（中文版）測驗表現分析。屏東師院學報，17，289-328。new window  延伸查詢new window
5.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
6.陳心怡(20010400)。語文與作業能力差異之基本率研究--「魏氏兒童智力量表」臺灣常模分析。花蓮師院學報，12，51-73。new window  延伸查詢new window
7.陳心怡、陳榮華、朱建軍(20010100)。臺灣魏氏兒童智力量表「一般能力指數」之常模建立與運用。測驗年刊，48(1)，89-104。new window  延伸查詢new window
8.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
9.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
10.Bowers, T. G.、Risser, M. G.、Suchanec, J. F.、Tinker, D. E.、Ramer, J. C.、Domoto, M.(1992)。A developmental index using the Wechsler Intelligence Scale for Children: Implications for the diagnosis and nature of ADHD。Journal of Learning Disabilities，25(3)，178-185。  new window
11.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
12.Watkins, M. W.(1996)。Diagnostic Utility of the WISC-III Developmental Index as a Predictor of Learning Disabilities。Journal of Learning Disabilities，29(3)，305-312。  new window
13.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
14.陳心怡、楊宗仁(20000700)。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。測驗年刊，47(2)，91-110。new window  延伸查詢new window
15.李宏鎰(20020600)。WISC-III可以瞭解學習障礙兒童的學習特徵嗎﹖。國小特殊教育，33，35-41。new window  延伸查詢new window
16.陳心怡、朱建軍、陳榮華(20000900)。WISC-Ⅲ分測驗組合之假設解釋與信度估計。特殊教育研究學刊，19，1-14。new window  延伸查詢new window
17.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
18.Slate, J. R.(1997)。Differences in WISC-III scores for boys and girls with specific learning disabilities。Diagnostique，22，133-145。  new window
研究報告
1.教育部特殊教育工作小組(2002)。91年度特殊教育統計年報。臺北：教育部。  延伸查詢new window
學位論文
1.王木榮(1994)。學習障礙兒童的心理計量鑑定模式之研究--個別智力測驗之應用與分析(博士論文)。國立政治大學。new window  延伸查詢new window
2.陳美芳(1984)。「修訂魏氏兒童智力量表」對國小閱讀障礙兒童的診斷功能之探討(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Lerner, J. W.(2003)。Learning disabilities: Theories, diagnosis, and teaching strategies。New York：Houghton Mifflin Company。  new window
2.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
3.Kaufman, A. S.(1994)。Intelligent Testing with the WISC-III。New York, NY：John Wiley & Sons, Inc.。  new window
4.Kaufman, A. S.、Lichtenberger, E. O.(2000)。Essentials of WISC-III and WPPSI-R assessment。New York：John Wiely & Sons, Inc。  new window
5.洪儷瑜(1999)。學習障礙者教育。臺北：心理出版社。  延伸查詢new window
6.曾俊卿(2001)。資源班轉介學生在魏氏兒童智力量表特質研究。資源班轉介學生在魏氏兒童智力量表特質研究。沒有紀錄。  延伸查詢new window
7.Kaufman, A. S.、Kaufman, N. L.(2001)。Specific learning disabilities and difficulties in children and adolescents。Specific learning disabilities and difficulties in children and adolescents。New York, NY。  new window
圖書論文
1.Rourke, B. P.(1998)。Significance of verbal-performance discrepancies for subtypes of children with learning disabilities: Opportunities for the WISC-III。WISC-III Clinical use and interpretation: Scientist- Practitioner Perspectives。San Diego, CA：Academic Press。  new window
 
 
 
 
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