Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

2005

Thesis Director

Gary Canivez

Thesis Committee Member

Assege HaileMariam

Thesis Committee Member

J. Michael Havey

Abstract

The purpose of this study was to further verify the relationship between the Wechsler Abbreviated Scale of Intelligence (WASI) and the Wide Range Intelligence Test (WRIT) by replicating Collins' (2002) study regarding the convergent validity between these two tests. To assess the convergent validity of the WASI and WRIT, two newer brief intelligence tests, 86 participants from central Illinois public schools were administered both measures in counterbalanced order. All correlations between the WASI and WRIT were significant (p < .05). Furthermore, the correlations between the corresponding IQ scales and subtests of the WASI and WRIT were moderate to high, ranging from .55 (r2 = .30) to .82 (r²= .67). The results provided convergent evidence for the construct validity of the WASI and WRIT and supported the contention made by Collins (2002) that the WASI and WRIT are measuring similar constructs. The results of the joint exploratory factor analysis supported the retention of only one factor (general intelligence "g"). A forced, two-factor solution resulted in 10.50% more variation among WASI/WRIT subtest scores. However, the two factors correlated at a high magnitude (r = .75), and all subtests cross-loaded with their theoretical dissimilar factor. The results of the factor analysis supporteda conclusion that the WASI and WRIT are best conceptualized as providing strong measurements of general intelligence.

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