A native (Spanish) language assessment of intelligence and its role in the special education case study evaluation of limited English proficient students

In the case study evaluation of limited English proficient students, best practice recommendations call for a bilingual evaluator. Empirical studies designed to examine the results of these bilingual evaluations are also recommended. In this dissertation research study 198 school-age Hispanic LEP students were referred for a case study evaluation by their classroom teachers. These students were administered a mixed language, translated, adapted version of the WISC-III (unpublished Kowsky version of the WISC-III), the Woodcock-Munoz Language Survey in Spanish and English, and the Woodcock-Johnson and Woodcock-Munoz Academic Achievement tests by a state certified bilingual special education school psychologist who embodied the “best practice” recommendations described in the literature.; Student performance was represented using a series of Pearson correlations, the results of an exploratory factor analysis performed on the data set, and the results of a multivariate analysis of covariance in an effort to describe student profiles on all measures. Significant group differences in performance across all measures were documented suggesting that these bilingual assessments are useful in distinguishing the disabled from the nondisabled, and those with average ability from those with significant mental impairments in a referred for special education population. Descriptive statistics related to the unpublished Kowsky version of the WISC-III, indicated significantly below average Verbal IQ scores and low average range Performance IQ scores for the Learning Disabled participants, Speech and Language Impaired participants, and Not Eligible for Special Education participants. The Educable Mentally Handicapped participants had a flat profile with both Verbal IQ and Performance IQ scores in the 50–65 point range. The mean point difference between the Verbal IQ and the Performance IQ scales for the whole group was 12.3 (SD 12.15) and 17.2 (SD 13.05) for the Learning Disability group. Subtest score analyses for all groups indicated that the Vocabulary subtest received the lowest scaled score and the Coding subtest received the highest scaled score. Exploratory factor analysis on the Kowsky version of the WISC-III yielded a unique three-factor structure. Empirically-based student profiles were described and recommendations for interpreting data obtained during a bilingual evaluation were offered.