Meta-Analysis of the Pattern of Change in IQ Scores over a Three- Year Period for Exceptional Children with LD, EBD, and MR

學習障礙、情緒行為異常、與智能障礙學生間隔三年智力分數改變之統合分析研究

陳心怡(Hsin-Yi Chen) ； 朱建軍(Jian-Jun Zhu) ； Frances Frey

《師大學報：教育類》 52卷2期 (2007/08) Pp. 115-133

https://doi.org/10.29882/JTNUE.200708.0006

摘要

本研究目的在分析特殊兒童間隔三年後再測智力分數之變化模式，並探討相關影響因素。研究者根據1980年代後發表文獻內，共三十九組使用WISC-R或WISC-III為工具之特殊兒童智力再測樣本，以統合分析進行量化統整。主要研究 發現如下：（1）間隔三年後，特殊學生智力表現的確有顯著變化；（2）智力再測分數之改變模式（方向與差異程度）依學生障礙類別而有不同，其中學障（LD）和智障（MR）學生的語文智商有下降趨勢，而學障與情緒行為異常（EBD）學生之作業智商則顯著上升；（3）學障兒童智力分數改變程度受到學生年齡、起始能力、再測間隔時間、以及測驗新舊版本等中介變項影響。文中並對未來研究方向提出建議與討論。

關鍵字

特殊兒童 ； 統合分析 ； 再測 ； 魏氏兒童智力量表

並列摘要

The techniques of meta-analysis were used to arrive at a quantitative synthesis of the results of 39 samples, based on the retesting of exceptional children using the WISC-R or WISC-III over an average time interval of three years. The primary findings indicated that IQ scores do change over time, and that the patterns of change for FSIQ, VIQ, and PIQ vary as a function of disability group. On average, children with LD and MR scored 2 points lower on retested VIQ, while retested PIQ increases significantly for LD and EBD children. Moreover, several factors including age, ability level, retest interval, and test version were found to be meaningful moderating factors which affect the variability of effect sizes for learning-disabled children. Further implications were also discussed.

並列關鍵字

exceptional children ； meta-analysis ； retesting ； WISC-III ； WISC-R

參考文獻

Anastasi, A.(1988).Psychological testing.New York:Macmillan.

Anderson, P. L.,Cronin, M. E.,Kazmierski, S.(1989).WISC-R stability and re-evaluation of learning-disabled students.Journal of Clinical Psychology.45(6),941-944.

Bauman, E.(1991).Determinants of WISC-R subtest stability in children with learning difficulties.Journal of Clinical Psychology.47(3),430-435.

Bauman, E.(1991).Stability of WISC-R scores in children with learning difficulties.Psychology in the Schools.28,95-100.

Bolen, L. M.(1998).WISC-III score changes for EMH students.Psychology in the Schools.35(4),327-332.