RECATEGORIZATION OF THE WISC-R SUBTEST SCALED SCORES FOR LEARNING-DISABLED CHILDREN

The efficiency of using WISC-R recategorization scores for diagnostic purposes is questionable because within each diagnostic group different profile patterns may exist. We support Kaufman's contention that 'We need to approach each individual profile as a specific interpretative challenge, to be understood in the context of the child's particular cultural background and test behavior'. Familiarity with various knowledge concerning psychological and educational theories of development and learning must exist to better interpret test data for each individual child.