Title: Investigating the Structural Validity of the Wechsler Intelligence Scale for Children (5th Edition) in a Referred Sample
Stream: Mind, Brain & Psychology: Human Emotional & Cognitive Development & Outcomes within Educational Contexts
Presentation Type: Oral Presentation
Authors:
Korinne Louison, The University of the West Indies, St. Augustine, Trinidad and Tobago
Jovelle Donaldson, The University of the West Indies, St. Augustine, Trinidad and Tobago
Faaria Mohammed, The University of the West Indies, St. Augustine, Trinidad and Tobago
Abstract:
Since its publication, the Wechsler Intelligence Scale for Children- Fifth Edition (WISC V) has been used in Trinidad and Tobago to assess the cognitive ability of children aged 6 to 16 years and to assist in diagnostic decision making and educational planning for children with learning challenges. To date, no study has assessed the structural validity of the WISC V for this population. The present study examined the internal structure of the WISC V using a referred sample of 330 children aged 6 to 16 years old. Two approaches, principal axis exploratory factor analysis (EFA) and the Schmid & Leiman orthogonalization method were used to summarize into factors the correlational matrix of the 10 core subtests. Results did not provide support for the Wechsler (2014), proposed five factor model. Instead, analyses supported the findings of previous studies that evidenced either a four first-order factor or a four-factor bifactor model. WISC V test score interpretation typically involves estimating global intelligence (FSIQ), followed by an exploration of performance on the five specific cognitive ability domains. Implications of this study’s findings for test-score interpretation and diagnostic validity in psychoeducational assessment in Trinidad and Tobago are discussed.
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