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Since the publication of the Wechsler Intelligence Scale for Children - Third Edition (WISC-III, 1991), several alternative scoring frameworks have been developed based on American norms. One such framework is the General Ability Index (GAI). The GAI provides a composite score using the eight subtests from the Verbal Comprehension Index (VCI) and the Perceptual Organization Index (POI). The GAI is an appropriate substitute for the Full Scale IQ score if the VCI and POI are considered better estimates of the child's verbal and nonverbal reasoning abilities than the Verbal IQ and the Performance IQ scores. The tables for calculating the GAI using Canadian norms are presented.
Depuis la parution de l'Echelle d'evaluation de l'intelligence chez l'enfant -- troisieme edition, (Wechsler Intelligence Scale for Children - Third Edition) (WISC-III, 1991) plusieurs structures d'evaluation se sont inspirees des normes americaines. Une de ces structures est l'Index d'habilete generale (IHG) (General Ability Indes [(GAI]). Le IHG (GAI) demontre un score compose utilisant les huit sous-tests de l'Index de comprehension verbale (ICV) (Verbal Comprehension INdex [VCI]) et de l'Index de l'organization perceptuelle (IOP) (Perceptual Organization Index [POI]). Le IHG (GAI) est un substitut approuve en remplacement des resultats de l'Echelle de mesure complete du QI (Full Scale IQ) si le ICV (VCI) et le IOP (POI) sont consideres comme de meilleures estimations des habiletes de raisonnement verbal et non-verbal de l'enfant que les resultats obtenus avec le QI verbal (Verbal IQ) et avec le QI de performance (Performance IQ). Les tables de calcul du IHG (GAI) utilisant les normes canadiennes sont presentees.
The Wechsler Intelligence Scale for Children - Third Edition or WISC-III (Wechsler, 1991) continues to be the test used most often by psychologists to assess the general intellectual ability of children and adolescents. In Canada, norms for the WISC-III (Wechsler, 1996) were published as a result of significant subtest and IQ score differences, as well as score distribution differences, between American and Canadian standardization samples. This normative study further acknowledged the insistence by Canadian psychologists for evidence that standardized tests 'imported' from the United States are psychometrically sound and will facilitate the clinical interpretation of children's measured performance within the Canadian context (e.g., Beal, 1988; Saklofske & Janzen, 1990).
Both the WISC-III American and Canadian test...