Sullivan, P. M. (1982). Administration modifications on the WISC-R performance scale with different categories of deaf children . American Annals of the Deaf , 127 (6), 780–788. https://doi.org/10.1353/aad.2012.1394
Sullivan, P. M. (1982). Administration modifications on the WISC-R performance scale with different categories of deaf children. American Annals of the Deaf, 127(6), 780–788. https://doi.org/10.1353/aad.2012.1394
Study one - verbal/gester (VG) and Total Communication (TC) format used for standardized directions. Verbal/gesture involved a statement of the standard directions for each subtest and the execution of pointing movements as directed in the manual. Total Communication consisted of the verbal statement of the subtest directions, the simultaneous use of Signed English, and the pointing movements specified in the manual.Study two - three administration conditions were used: pantomime, visual aids, and Total Communication.
Study one - participants were students with severe/profound hearing impairments (ages 6 years to 12 years) chosen from self-contained hearing-impaired classrooms. There were five boys and seven girls.Study two - 45 students (27 boys, 18 girls) from a residential school for the deaf who used Total Communication.
Performance subscales of the WISC-R were used as the dependent variable in both studies.
Study one - performance was highest when the subtests were administered through Total Communication.Study two - there were significantly higher scaled scores for Total Communication over Pantomime. Total Communication was also overall considered superior to visual aid modifications.