Characteristics of WPPSI Intelligence Test Profiles of Hearing-Impaired Children Tsutomu Uchiyama, Ryoko Ijuin and Hiroko Tokumitsu Abstract: We analy
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1 Characteristics of WPPSI Intelligence Test Profiles of Hearing-Impaired Children Tsutomu Uchiyama, Ryoko Ijuin and Hiroko Tokumitsu Abstract: We analyzed the WPPSI intelligence test data of 101 hearing-impaired children aged 6 who had been educated through an auditory-oral and auditory-verbal educational method. These children had normal intelligence (performance IQ 90) and their hearing loss ranged from 43 db through 135 db. Our statistical analysis of the data of the Verbal subtests showed that the average score of Similarities, one of the five Verbal subtests, was significantly higher than the average scores of the other Verbal subtests, Information, Arithmetic, Vocabulary and Comprehension; that the average score of Comprehension was significantly lower than the average scores of the other Verbal subtests; and that the average score of Information of the hearing-impaired children with verbal IQs of 70 or above was significantly higher than the average scores of Vocabulary and Comprehension. These results lead to the conclusion that hearing-impaired children are good at Similarities and weak at Comprehension, and that hearing-impaired children with verbal IQs of 70 or above are good at Information. Fuj imidai Auditory Center for Hearing-Impaired Children: , Fujimidai, Nerima-ku, Tokyo
2 Data analysis of the five Performance subtests (Animal House, Picture Completion, Mazes, Geometric Design and Block Design) shows that hearing-impaired children perform better on the Mazes task, and that the scores of Animal House and Picture Completion provide representations of the wide differences in the performance abilities for these subtests among hearing-impaired children. The findings of this research are useful for assessing more accurately the language and cognitive abilities of hearing-impaired children using the WPPSI intelligence test. Key words: hearing-impaired children, early intervention, WPPSI intelligence test, auditory-oral and auditory-verbal method, WPPSI subtests profile
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11 Wechsler preschool and primary scale of intelligencethird edition. Psychoeducational Assessment of Preschool Children, 4th ed (edited by Bracken BA and Nagle RJ), Lawrence Erlbaum Associates Publishers, Nahwah (New Jersey, USA), pp , ) Flynn JR: Massive IQ gains in 14 nations: What IQ tests really measure. Psychological Bulletin, 101(2) : , ) Schum R: Psychological assessment of children with multiple handicaps who have hearing loss. The Volta Review, 104(4) : , ) Stallings LM, Gao S and Svirsky MA: Assessing the language abilities of pediatric cochlear implant users across a broad range of ages and performance abilities. The Volta Review, 102(4): , ) Most T, Aram D and Andorn T: Early Literacy in children with hearing loss: A comparison between two educational systems. The Volta Review, 106(1): 5-28, ) Rhoades EA and Chisolm TH: Global language progress with an auditory-verbal approach for children who are deaf or hard of hearing. The Volta Review, 102(1): 5-24, ) Marschark M: Psychological Development of Deaf Children, Oxford University Press, Oxford, pp , ) Meadow KP: Deafness and Child Development, University of California Press, Berkeley, pp 44-50, ) Sisco FH and Anderson RJ: Current findings regarding the performance of deaf children on the WISC-R. American Annals of the Deaf, 123: , ) Wilson K: Beyond early intervention; Providing support to public school personnel. The Volta Review, 106(3): , 2006.
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