Getting Back to the Main Point: A Reply to Miller et al.

被引:3
|
作者
Harrison, Allyson G. [1 ]
Holmes, Alana [2 ]
Silvestri, Robert [2 ]
Armstrong, Irene T. [1 ]
机构
[1] Queens Univ, Kingston, ON K7L 3N6, Canada
[2] Cambrian Coll, Sudbury, ON, Canada
关键词
special education; educational testing; intelligence; Canadian norms; diagnosis; intellectual disability; learning disability; advice to practitioners; WAIS-IV;
D O I
10.1177/0734282915590064
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Miller et al. have challenged the findings of our two previous studies, based largely on the assumption that our findings are biased due to the clinical sample used. However, they fail to address the primary tenet of our studies, namely, that clinicians will obtain different scores on the Wechsler Adult Intelligence Scale-IV (WAIS-IV) depending on whether Canadian or American norms are used. This reply seeks to provide empirical evidence supporting the existence of such score differences even when nonclinical samples are used, and identifies some of the clinical decisions that are potentially affected by choice of normative data.
引用
收藏
页码:780 / 786
页数:7
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