Referred children's cognitive patterns on the WISC-R.

A variety of theoretically and clinically derived WISC-R subtest regroupings have been proposed to provide clinicians with alternative methods by which to interpret children's individual cognitive profiles. The present study was conducted to examine selected subtest groupings for a sample of 105 children referred for psychological evaluation because classroom learning problems were suspected. The statistical analyses used were repeated-measures analysis of variance for comparison across a set of four subtest regroupings proposed by Bannatyne in 1974 and dependent t tests for comparisons of several dichotomous sets of subtest regroupings proposed by Kaufman in 1979. A number of significant cognitive pattern differences with these referred children showed marked similarity to learning disabled and conduct-problem children. Implications and suggestions for research are provided.