Wide Range Achievement Test in Autism Spectrum Disorder: Test-Retest Stability
The principal goal of this descriptive study was to establish the test-retest stability of the Reading, Spelling, and Arithmetic subtest scores of the Wide Range Achievement Test (WRAT-3) across two administrations in individuals with autism spectrum disorder. Participants (N = 31) were males ages 6...
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| Veröffentlicht in: | Psychological reports 2015-06, Vol.116 (3), p.674-684 |
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| creator | Jantz, Paul B. Froehlich, Alyson L. Cariello, Annahir N. Anderson, Jeffrey Alexander, Andrew L. Bigler, Erin D. Prigge, Molly B. D. Travers, Brittany G. Zielinski, Brandon A. Lange, Nicholas Lainhart, Janet E. |
| description | The principal goal of this descriptive study was to establish the test-retest stability of the Reading, Spelling, and Arithmetic subtest scores of the Wide Range Achievement Test (WRAT-3) across two administrations in individuals with autism spectrum disorder. Participants (N = 31) were males ages 6–22 years (M = 15.2, SD = 4.0) who were part of a larger ongoing longitudinal study of brain development in children and adults with autism spectrum disorder (N = 185). Test-retest stability for all three subtests remained consistent across administration periods (M = 31.8mo., SD = 4.1). Age at time of administration, time between administrations, and test form did not significantly influence test-retest stability. Results indicated that for research involving individuals with autism spectrum disorder with a full scale intelligence quotient above 75, the WRAT-3 Spelling and Arithmetic subtests have acceptable test-retest stability over time and the Reading subtest has moderate test-retest stability over time. |
| doi_str_mv | 10.2466/03.15.PR0.116k24w8 |
| format | Article |
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Age at time of administration, time between administrations, and test form did not significantly influence test-retest stability. Results indicated that for research involving individuals with autism spectrum disorder with a full scale intelligence quotient above 75, the WRAT-3 Spelling and Arithmetic subtests have acceptable test-retest stability over time and the Reading subtest has moderate test-retest stability over time.</description><identifier>ISSN: 0033-2941</identifier><identifier>EISSN: 1558-691X</identifier><identifier>DOI: 10.2466/03.15.PR0.116k24w8</identifier><identifier>PMID: 25871566</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Achievement ; Adolescent ; Adult ; Child ; Child Development Disorders, Pervasive - diagnosis ; Educational Measurement - standards ; Female ; Humans ; Male ; Neuropsychological Tests - standards ; Reproducibility of Results ; Young Adult</subject><ispartof>Psychological reports, 2015-06, Vol.116 (3), p.674-684</ispartof><rights>2015 SAGE Publications</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c387t-d9df9f841f92497afdefcdcef183095c7bc78647176a630e55b6a7e9ad90d0ec3</citedby><cites>FETCH-LOGICAL-c387t-d9df9f841f92497afdefcdcef183095c7bc78647176a630e55b6a7e9ad90d0ec3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.2466/03.15.PR0.116k24w8$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.2466/03.15.PR0.116k24w8$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,780,784,21817,27922,27923,43619,43620</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/25871566$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Jantz, Paul B.</creatorcontrib><creatorcontrib>Froehlich, Alyson L.</creatorcontrib><creatorcontrib>Cariello, Annahir N.</creatorcontrib><creatorcontrib>Anderson, Jeffrey</creatorcontrib><creatorcontrib>Alexander, Andrew L.</creatorcontrib><creatorcontrib>Bigler, Erin D.</creatorcontrib><creatorcontrib>Prigge, Molly B. 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Age at time of administration, time between administrations, and test form did not significantly influence test-retest stability. 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| subjects | Achievement Adolescent Adult Child Child Development Disorders, Pervasive - diagnosis Educational Measurement - standards Female Humans Male Neuropsychological Tests - standards Reproducibility of Results Young Adult |
| title | Wide Range Achievement Test in Autism Spectrum Disorder: Test-Retest Stability |
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