Short form and factor-analytic studies of the WISC-R with behavior problem children

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Abstract
Two analyses of the WISC-R protocols of 100 children referred for behavioral problems in school were conducted to study (a) the utility of a variety of WISC short forms and (b) the factor structure of the WISC-R. Although the correlations between short form and WISC-R IQs were highly significant, mean differences and a high percentage of IQ classification changes indicated that the short forms were not acceptable WISC-R substitutes. Different factor analyses consistently evidenced two factors, Verbal Comprehension and Perceptual Organization, which corresponded perfectly to the Verbal and Performance sub test dichotomy. Unlike previous factor analyses, behavior-problem children's protocols did not produce a Freedom from Distractibility factor and possible reasons for this are'discussed.