Jackson, A. M., Farley, G. K., Zimet, S. G., & Gottman, J. M. (1979). Optimizing the WISC-R test performance of low- and high-impulsive emotionally disturbed children . Journal of Learning Disabilities , 12 (9), 56–59. https://doi.org/10.1177/002221947901200909

The test was administered under five conditions: Reinforcing attention; Reward for success; Self-vocalization where the students read a reminder card with the statement 'I will stop, listen, look, and think before I answer' before each item; Feedback on success and failure; Standard administration.

Participants included 101 students identified as having behavioral and emotional difficulties, with a mean age of 11.2. Of these students, 75 were males and 26 were females. (Children with known neurological dysfunction were not included).

Two tests were administered: (a) Porteus Maze Test (1942) and (b) Wechsler Intelligence Scale for Children-Revised (WISC-R).

Conditions that provide knowledge of success and those in which payment is given for desired behaviors were found to be powerful motivators for improving the test performance of emotionally disturbed boys and high-impulsive children. Conversely, emotionally disturbed girls and low-impulsive children performed best when given information on the success of their performances.
Low-impulsive studentss ranked highest on the Feedback and Standard administrative procedures while high-impulsive participants ranked highest on the Reward for Success and Reinforcing Attention procedures.
For the Full Scale and Performance IQ scores, boys ranked highest on the Reward for Success and the Standard conditions while for the Verbal IQ scores boys ranked highest on the Reward for Success and the Reinforcing Attention conditions.
The Feedback condition ranked highest across IQ scores for girls.