• 아동학회지
• /
• 제22권2호
• /
• pp.1-13
• /
• 2001

For the development of a short form of the Korean Wechsler Preschool and Primary Scale of Intelligence (K-WPPSI), 360 preschool and primary school children were tested with 4 subtests: Object Assembly, Arithmetic, Block Design, and Comprehension. Transformed scores were derived according to K-WPPSI norms. Interscorer reliability coefficients measured by two independent scorers with the data of 16 children were satisfactory: Comprehension, .92; Arithmetic, .94; Block Design, .97; Object Assembly, .97 Cronbach alpha reliability coefficient for the 4 subtests were very similar to those for the original K-WPPSI, ranging between .71 and .92. Factor analyses revealed 2 factors corresponding to Wechsler's 2 factor theory of intelligence. Discriminant validity was obtained with a Picture-Vocabulary test. Boys performed slightly better than girls on all subtests except for Comprehension. Boys significantly out-performed girls in Arithmetic.

• 아동학회지
• /
• 제23권4호
• /
• pp.185-197
• /
• 2002

The Korean Wechsler Preschool and Primary Scale of Intelligence (K-WPPSI) was administered to 27 autistic children, 3 to 7 years of age. The average IQ was 51.96. There were negative correlations of verbal and performance IQs with chronological age. These children generally performed very poorly on each subtest. Paradoxically, the verbal subtest scores of these autistic children were higher than their performance scores; thus, the typical verbal inferionity of autistic children was not evident in this study. These results suggest that autistic children's K-WPPSI performance needs to be interpreted with care; additional raw score analysis was recommended. Administrative revision of the K-WPPSI will be necessary to measure detailed intellectual differences among autistic children.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• 제34권4호
• /
• pp.258-267
• /
• 2023

Objectives: This study aimed to compare the utility of the Psychoeducational Profile-Revised (PEP-R), Korean Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (K-WPPSI-IV), and Vineland Adaptive Behavior Scale, Second Edition (VABS-II) for evaluating developmental disabilities (DD) in preschool children. Additionally, we examined the correlations between the PEP-R, K-WPPSI-IV, and VABS-II. Methods: A total of 164 children aged 37-84 months were assessed. Children's development was evaluated using the PEP-R, K-WPPSI-IV, VABS-II, Preschool Receptive-Expressive Language Scale, and Korean Childhood Autism Rating Scale, Second Edition. Results: Of the 164 children, 103 had typical development (TD) and 61 had DD. The mean of the PEP-R Developmental Quotient (DQ), K-WPPSI-IV Full-Scale Intelligence Quotient (FSIQ), and VABS-II Adaptive Behavior Composite (ABC) scores were significantly higher in the TD group than in the DD group (p<0.001). The estimated area under the curve of the PEP-R DQ, K-WPPSI-IV FSIQ, and VABS-II ABC scores was 0.953 (95% confidence interval [CI]=0.915-0.992), 0.955 (95% CI=0.914-0.996), and 0.961 (95% CI=0.932-0.991), respectively, which did not indicate a statistically significant difference. The PEP-R DQ scores were positively correlated with the K-WPPSI-IV FSIQ (r=0.90, p<0.001) and VABS-II ABC scores (r=0.84, p<0.001). A strong correlation was observed between the K-WPPSI-IV FSIQ and VABS-II ABC scores (r=0.89, p<0.001). Conclusion: This study found that the PEP-R, K-WPPSI-IV, and VABS-II effectively distinguished DD from TD in preschool children, and no significant differences in utility were observed between them.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• 제30권1호
• /
• pp.34-41
• /
• 2019

Objectives: We aimed to compare preterm, neurodevelopmentally disordered and healthy full-term children. Methods: We enrolled 47 children who were born preterm, 40 neurodevelopmentally disordered children, and 80 healthy children as control participants, in order to assess the cognitive functioning and the risk of behavioral problems at the age of 5. Children were assessed using the Korean Wechsler Preschool and Primary Scale of Intelligence-4th edition (K-WPPSI-IV), the Child Behavior Checklist (CBCL), and the Temperament and Character Inventory (TCI). Results: The mean K-WPPSI-IV score of the preterm group was $87.19{\pm}17.36$, which was significantly higher than that of the neurodevelopmental disorder group ($69.98{\pm}28.63$; p<0.001) but lower than that of the control group ($107.74{\pm}14.21$; p<0.001). The cumulative CBCL scores of the preterm children were not significantly different from those of the control group. Additionally, the TCI scores for reward dependence of the preterm children were higher than those of the control group. Conclusion: The cognitive performance of preterm infants was lower than that of healthy full-term infants at the age of 5, and there was an association between slower growth and decreased cognitive ability.

• 한국보육지원학회지
• /
• 제12권4호
• /
• pp.111-130
• /
• 2016

This study examined the reliability and validity evidence of the Korean version of Wechsler Primary & Preschool Scale for Intelligence(K-WPPSI-IV), which was standardized recently. Following the stratified sampling for Korean population in terms of region and maternal education level, 1,700 children aged 2.6~7.7 years were recruited for Korean norm development. The split-half reliability (N=1,700) was high(Fisher's z(.75-.89)) and test-retest reliability(N=100) was satisfactory ranging from .95 to .68. The inter-rater reliability(N=110) was very high(.96-1.0). Discriminant and convergent validities were revealed by correlational patterns among subtests and indices. Future studies are needed to extend both reliability and validity of K-WPPSI-IV by collecting data with a various sample group and a variety of instruments.

• 아동학회지
• /
• 제25권6호
• /
• pp.371-383
• /
• 2004

In this study, 197 4- to 6- year-old Korean children wereindividually tested with Concepts about Print(CAP Clay, 2000), the Picture Vocabulary Test(Kim, Jang, Lim & Bak, 1996), Korean-Wechsler Preschool and Primary Scale of Intelligence : Verbal Test (K-WPPSI), and the Basic Academy Skills Assessment : Reading(Kim, 2000). Data were analyzed by Pearson-correlation, analysis of variance, and factor analysis. There were significant differences of CAP mean scores by age. Within the subcategories of CAP, Book Orientation Concepts and Print-convention were acquired earlier than other subcategories, followed by Print-direction, Print-order and Advanced Print Concepts in that order. The scores of CAP were positively correlated with the Picture Vocabulary Test, the K-WPPSI verbal test and the reading test.

• Human Ecology Research
• /
• 제54권6호
• /
• pp.565-574
• /
• 2016

This research examined the trajectories of peer rejection in preschool children. This study also investigated the gender differences in the intercept and slope of the trajectories for peer rejection along with the influences of aggression, withdrawal and language ability on the trajectories of peer rejection. A latent growth curve model investigated peer rejection in 3 to 5 year olds. Three hundred and thirteen 3-year-old children were recruited from five preschools and 14 daycare centers. The children's language ability was measured by a Wechsler Preschool and Primary Scale of intelligence verbal test and teachers completed measurements for aggression and withdrawal. A peer nomination inventory was used to assess peer rejection. Children were asked to nominate three classmates who they do not like to play with. The research findings showed that peer rejection decreased during the preschool years. Compared with girls, boys showed higher levels of peer rejection and a slower change rate of peer rejection. Girls who were aggressive showed high levels of peer rejection and a slow change rate of peer rejection. Moreover, girls who had a high levels language showed low levels of peer rejection and a slow change rate of peer rejection. These findings imply that language ability could be a protective factor of peer rejection for girls.

• Clinical and Experimental Pediatrics
• /
• 제57권8호
• /
• pp.363-369
• /
• 2014

Purpose: This study examines changes in developmental profiles of children with language delay over time and the clinical significance of assessment conducted at age 2-3 years. Methods: We retrospectively reviewed the medical records of 70 children (62 male, 8 female), who had visited the hospital because of delayed language development at 2-3 years, and were reassessed at ages 5-6. Language and cognitive abilities were assessed using multiple scales at the initial and follow-up visits. Results: At the initial test, 62 of the 70 children had mental development index (MDI) below 70 of Bayley Scales of Infant Development Test II. Of the 62 children in the follow-up assessment, 30 children (48.4%) remained within the same cognitive range (full-scale intelligence quotient, FSIQ<70 of Wechsler preschool and primary scale of intelligence), 12 had borderline intellectual functioning (FSIQ, 70-85), 6 improved to average intellectual functioning (FSIQ>85), and 5 had specific language impairment, 9 had autism spectrum disorders. At the initial test, 38 of the 70 children had cognitive developmental quotients (C-DQ) below 70. Of the 38 children in the follow-up assessment, 23 children (60.5%) remained within the same cognitive range (FSIQ<70). The correlation coefficient for MDI and FSIQ was 0.530 (P<0.0001) and that for C-DQ and FSIQ was 0.727 (P<0.0001). There was a strong correlation between C-DQ and FSIQ, and a moderate correlation between MDI and FSIQ. Conclusion: Low MDI scores reflect a specific delay in cognitive abilities, communication skills, or both. The C-DQ, receptive language development quotient, and social maturity quotient also help to distinguish between children with isolated language delay and children with cooccurring cognitive impairment. Moreover, changes in the developmental profile during preschool years are not unusual in children with language delay. Follow-up reassessments prior to the start of school are required for a more accurate diagnosis and intervention.

• 아동학회지
• /
• 제30권4호
• /
• pp.47-56
• /
• 2009

This longitudinal study examined picture book reading practices with very young children and its influence on early intellectual development. The home picture book reading activities of 322 infants and their mothers were assessed by questionnaire every 6 months from 18 months till 42 months of age. Infants' IQ was measured with Korean-Wechsler Preschool and Primary Scale of Intelligence(Park et al., 1996) at 42 months. Results showed that monthly book expense (r=.28, p<.01) and infants' asking for reading (r=.14, p<.05) at 18 months were positively correlated with IQ at 42 months. Reading time between 24 and 42 months correlated positively with IQ(r=.17~.34, p<.01). These results reveal the importance of early book environment and actual reading time in the intellectual development of very young children.

• 아동학회지
• /
• 제30권1호
• /
• pp.27-41
• /
• 2009

This study examined the cognitive and social development of children of low income, disabled mothers. Sixty-four disabled mothers and their 3- to 5-year-old normally developing children participated. Children's IQ, receptive vocabulary, and social adaptive ability were measured with Korean-Wechsler Preschool and Primary Scale of Intelligence (Park et al.,1996), Peabody Picture Vocabulary Test-Revised (Seoul Community Rehabilitation Center, 1995), and Social Maturity Test(Kim & Kim, 1995), respectively. Results showed that IQ and receptive vocabulary scores were lower than average and that verbal IQ was positively related to shared reading time and library use; verbal IQ was negatively related to duration of child-care attendance. Children's social quotient was higher than average and positively related to mother's employment status and amount of books in the home.