Beyond the Use of Full Scale IQ Scores

Abstract

The purpose of the present study was to examine the WISC-R profiles of a sample of intellectually gifted students with respect to idiographic and normative variability in performance between scales and among subtests. The sample consisted of 26 intellectually gifted students (WISC R Full Scale IQ ≥ 130) who had been assessed for possible GT placement. The results of the study indicated that even among a highly homogeneous ability group, significant variability in levels of performance, reflecting individual differences across diverse cognitive ability areas, exist. While 84.6% of the sample was characterized by idiographic strengths and/or weaknesses, 96% of the sample obtained only normatively average-ability scaled scores on one or more WISC-R subtests. Implications for selection decisions and instruction are discussed.