Stability of the WISC-R-V-P discrepancy at learning disabled children’s triannual examination. Diagnostique 9

stability of WISC-R Verbal-Perfor-al reevaluation of 71 learn-results revealed a slight nce, with a correlation acerpancy scores. atation of the V-P ample was ob-re best toberacter-Inasmuch as the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974) is the psychodiagnostic test most frequent-ly used by school psychologists, it is surprising to find how little infor-mation is available about its stability over time. This issue is even more critical to the current practice of school psychology because PL 94-142 mandates triannual reevaluations of all students receiving ser-vices in learning disabled (LD) programs. It is known that over a short period of time (1 month) WISC-R scores of nonreferred children increase due to a practice effect: the Verbal IQ (VIQ) increases an average of 3.5 points, and the Performance IQ (PIQ) increases an average of 9.5 points (Kaufman, 1982). Smith (1978), how-ever, reports that over a 7-month period (October to May), the VIQ was unchanged and the PIQ increased an average of only 4.1 points in a sample of students enrolled in LD programs. Stability of the VIQ and Correspondence should be addressed to Michael Furlong at the University of California