Volume 42, Issue 4 (2013)
Diagnostic Utility of the Culture-Language Interpretive Matrix for the Wechsler Intelligence Scales for Children—Fourth Edition Among Referred Students
Kara M. Styck & Marley W. Watkins
Abstract. The Culture-Language Interpretive Matrix (C-LIM) was developed by Flanagan, Ortiz, and Alfonso (2013) to evaluate the extent to which developmental language proficiency and acculturative learning opportunity affect the validity of standardized test scores for individual students. According to this approach, validity may be compromised for children with cultural and language experiences, such as learning English as a second language, that differ from the population on which the test was normed. This study employed diagnostic utility statistics to test whether the C-LIM for the Wechsler Intelligence Scales for Children—Fourth Edition (WISC-IV) could accurately distinguish between students from a referred sample of English language learners (n = 86) and monolingual students without disabilities from the WISC-IV normative sample (n = 2,033). Results indicated that the C-LIM identified the English language learner children at chance levels. Evidence from previous studies as well as the current negative results does not support use of the C-LIM for making decisions about individual students.
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