Date of Award
2013
Degree Name
School Psychology
College
Graduate School of Education and Professional Development
Type of Degree
Ed.S.
Document Type
Thesis
First Advisor
Sandra S. Stroebel
Second Advisor
Peter Prewett
Third Advisor
Edna Meisel
Abstract
The WISC-IV Working Memory Index is often interpreted as a valid measure of attention and concentration. Students who score low on the WMI are frequently viewed as having attention difficulties. If the WMI is accurately interpreted as a measure of attention, then students who score low on this composite should present with attention deficits in the classroom. Data of students who were referred for an evaluation to determine special education eligibility were compared to determine the accuracy of the interpretation of the WMI and its relationship with the Inattention and other scales on the Conners 3rd Edition – Teacher Form. Students were enrolled in grades one through four and attended school in a large, urban school district. Data was compared using the t-test for independent means and the Pearson product-moment correlation. Results of this study found that performance on the WMI is unrelated to inattentive or hyperactive behaviors in the classroom.
Subject(s)
School psychology.
Attention deficit hyperactivity disorder - Treatment.
Behavior assessment of children.
Psychological tests for children.
Recommended Citation
Colliflower, Talya J., "Interpretation of the WISC-IV Working Memory Index as a Measure of Attention" (2013). Theses, Dissertations and Capstones. 699.
https://mds.marshall.edu/etd/699
