WISC-Ⅲ在台灣臨床上之適用性探討

The Appropriateness of WISC-III in the Clinical Case of Taiwan

對兒童精神科的工作人員來說，評估個案的智能是對個案做完整臨床衡鑑的重要部分，台大醫院兒童心理衛生中心過去十多年來亦以魏氏兒童智力測驗為智力評估之重要工具，唯著作權法通過以後，因該測驗中文修訂版修訂時未獲授權，自1994年6月12日之後已不能再合法使用，對個案的智力評估工作造成很大影響，使得不得不考慮採用美國WISC-Ⅲ（1991）英文版為評估兒童智力的工具。但使用外國編訂之測驗時，需要注意文化造成的差異，尤其在使用語文量尺時，最好儘量選用WISC-Ⅲ（1991）中受文化因素影響較少的類同、算術及記憶廣度等三個分量尺來估計其語文智商。本研究目的是探討WISC-Ⅲ（1991）英文版，在臨床個案上的表現與中文版WISC-R（1979）之一致性為何？且以部份量尺結果推算全量尺結果時，需做何種調整，方能正確推算個案之真正語文智商？研究對象為台大醫院精神部兒童心理衛生中心臨床個案，共計171人，受試者依照對抗平衡法（counterbalance）先後接受WISC-Ⅲ、WISC-R的測試。研究結果發現WISC-Ⅲ（1991）英文版語文智商、操作智商、全智商和WISC-R（1979）中文版相對應的語文智商、操作智商、全智商的相關分別為r = .93, .92, .95，顯示WISC-Ⅲ與WISC-R有很相近的建構，所以臨床上採用WISC-Ⅲ語文量尺的類同、算術、記憶廣度三個分測驗來估計個案的語文智商，為一種方便可行的簡式智力測驗方式。

Intellectual assessment is an important part of almost all clinical assessment in the Children's Mental Health Center. Intellectual functioning is a central feature for disorders such as mental retardation, specific learning disorders and specific language disorders. The assessment result may assist in making a diagnosis, evaluating the severity of the disorder, and making treatment plans. Since June 1994, the law of intellectual properties has been strictly executed in Taiwan. Intelligence tests such as the WISC-R and Stanford-Binet IV, can no longer be used anymore. An appropriate new intellectual assessment device is urgently needed. WISC-III is one of the widely used intelligence tests in clinical settings all over the world, and could be a possible choice for the clinic. Considering the cultural and language differences, we can only choose part of the verbal scale to assess the child's verbal intelligence. Thus, we need to evaluate the appropriateness of the WISC-III in clinical cases. The subjects came from the Children's Mental Health Center of the National Taiwan University Hospital, with ages ranging six to sixteen years old, for a total of 171 cases. We individually administrated WISC-III and WISC-R by a counter-balancing method to balance practice effects. The results of WISC-III and WISC-R are highly correlated in VIQ, PIQ, and F SIQ respectively, and indicate that WISC-III and WISC-R have similar constructs. In clinical practice using the three subtests (similarity, arithmetic, and digit span) of the WISC-III to estimate the verbal intelligence thus appears to be a convenient and practical short form of intelligence test.