Wide Range Achievement Test in Autism Spectrum Disorder: Test-Retest Stability. Issue 3 (June 2015)

• Record Type: Journal Article
• Authors: 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.
• Is Part Of: Psychological reports. Volume 116:Issue 3(2015)
• Page Start: 674
• Page End: 684
• Publication Date: 2015-06
• Subjects: Psychology -- Periodicals; Psychiatry; Psychology; Psychologie -- Périodiques; Psychology; 150.5
• DOI: 10.2466/03.15.PR0.116k24w8
• Languages: English
• ISSNs: 0033-2941

Abstract

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.