RAY\u27S ADAPTATION OF THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN - REVISED FOR THE DEAF WITH HEARING AND HEARING IMPAIRED STUDENTS

The Adaptation of the \u27Wechsler Intelligence Scales for Children-Revised\u27 for the Deaf was developed by Ray (1979). This instrument allows for a standardized administration predicated upon modification departures from the WISC-R instructions. While the performance of hearing impaired students was revealed by Ray\u27s work, the effects upon subtest and Performance IQ scores for hearing students remain unknown. A matched pairs design of hearing impaired and hearing children was selected (N = 96). The students were administered the Adaptation. The results indicated that there was a significant difference between the two groups on the Performance IQ. In addition, a significant difference between the two groups was found for all Adaptation subtests with the exception of Object Assembly. A 2 x 2 x 2 x 2 ANOVA of scores earned indicated that there was no significant difference for the Picture Completion subtest. Race by group differences were significant for Picture Arrangement, Coding, Mazes, and the Performance IQ. Significant sex and race differences were found on the Object Assembly subtest and sex, race, and group differences were found on the Block Design subtest. Significant two-way interactions were observed for race by group for Block Design and Object Assembly. Scores earned by hearing children were not significantly different than the WISC-R normative data. It was concluded that practice effects were inconsequential for the hearing student with the possible exception of performance on the Mazes subtest. For the hearing impaired student, the scores earned were strikingly similar to profiles earned in previous research. However, the results of this study contradict Ray\u27s findings of the intellectual similarity of hearing impaired students with hearing students. The hearing impaired group earned Performance IQ scores which were significantly lower than the WISC-R normative data. Subtest scaled score performance was not significantly lower than the WISC-R normative data. It is suggested that the establishment of national norms for hearing impaired students be conducted using the Adaptation. If norms are developed, the theoretical assumptions about the intellectual functioning of the hearing impaired student could be more thoroughly understood. Uses of the Adaptation with students with other handicapping conditions are also explored