The factor structure of the Wechsler Intelligence

Scale for Children-Revised (Wechsler, 1974) was examined in the standardization sample using methodological advances in exploratory and confirmatory factor analysis. Three competing models were evaluated: (a) a one-factor model, (b) an oblique (or correlated) two-factor model, and (c) an oblique three-factor model. Because of high correlations across factors, the discriminant validity of the two- and three-factor models was problematic. The substantial overlap across fac-tors was most parsimoniously represented by a single general factor, consistent with the interpre-tations of O'Grady (1989). The competing factor models are discussed in relation to treatment utility and alternative assessment practices. Given the widespread use of the scale, the issues are of critical importance to public policy regarding the purposes and outcomes of special education assessments. The factor structure of the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974) has been the subject of extensive research, spanning innumerable studies of the standardization sample (e.g., Kaufman, 1975; O'Grady, 1989; Wallbrown, Blaha, Wallbrown, 8c Engin, 1975) and diverse clinical and ethni