Exploring the Effective Use of the Vocabulary/Block Design Short form with a Special School Population

Abstract

The effectiveness of the Vocabulary/Block Design subtest combination (V/BD) as an estimate of the Wechsler Intelligence Scale for Children (WISC-III) full scale IQ with special education students in public school settings was explored. Students with academic and/or behavior problems were administered the standard WISC-III. Satisfactory correlations (.55-.90) were found between the resulting short form IQs and the full scale IQs. However, approximately one out of two of the students showed changes in intelligence classification level when the short form was used. The short form did not allow for precise estimation of full scale IQ. This study found that the V/BD dyad should not be used, even as a screening device, when placement for special education is at stake.