Berk R A
J Clin Psychol. 1983 Jan;39(1):133-6. doi: 10.1002/1097-4679(198301)39:1<133::aid-jclp2270390124>3.0.co;2-1.
Examined the research on WISC-R profile analysis germane to the differential diagnosis of learning disabled children in relation to several methodological problems that concern score use and interpretation. The evidence based on Bannatyne's (1974) recategorization of the subtests indicates a Spatial greater than Conceptual greater than Sequencing pattern of performance for learning disabled children. The application of this evidence of group characteristics to the individual child is problematic. The trend is not consistent. In addition, the interpretation of the individual profile is complicated by the unreliability of a few of the subtests, the unreliability of subtest difference scores, the unreliability of Bannatyne category difference scores, and the invalidity of the difference scores for discriminating between learning disabled and other children. It was recommended that clinicians not use the WISC-R profile to diagnose specific learning disabilities. Instead, the analysis may have greater utility in the prevention and remediation of learning problems, especially at the preschool level.
审视了与学习障碍儿童鉴别诊断相关的韦氏儿童智力量表修订版（WISC-R）剖析图分析研究，该研究涉及几个与分数使用和解释有关的方法学问题。基于班纳泰恩（1974年）对分测验的重新分类得出的证据表明，学习障碍儿童的表现模式为空间能力大于概念能力大于序列能力。将这一群体特征的证据应用于个体儿童存在问题。这种趋势并不一致。此外，由于一些分测验的不可靠性、分测验差异分数的不可靠性、班纳泰恩类别差异分数的不可靠性以及用于区分学习障碍儿童和其他儿童的差异分数的无效性，个体剖析图的解释变得复杂。建议临床医生不要使用WISC-R剖析图来诊断特定的学习障碍。相反，该分析在学习问题的预防和补救方面可能具有更大的效用，尤其是在学前阶段。
