Meta-Analysis of the Pattern of Change in IQ Scores over a Three- Year Period for Exceptional Children with LD, EBD, and MR
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Date
2007-08-??
Authors
陳心怡
朱建軍
Frey, Frances
Frey, Frances
Journal Title
Journal ISSN
Volume Title
Publisher
國立臺灣師範大學研究發展處
Office of Research and Development
Office of Research and Development
Abstract
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。
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.
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.