WISC-III: Instrumento para Confirmação de Altas Habilidades/Superdotação

• Published in: Psicologia, ciência e profissão ciência e profissão, 2018, Vol.38 (1), p.50-62
• Main Authors: Mendonça, Lurian Dionizio, Piazentin Rolim Rodrigues, Olga Maria, Capellini, Vera Lúcia Messias Fialho
• Format: Article
• Language: Portuguese
• Subjects: Educación Especial; Educação Especial; III; Pruebas Psicológicas; Psychological Testes; Special Education; Testes Psicológicos; WISC
• ISSN: 1414-9893; 1982-3703

Abstract The identification of students with giftedness is a complex and necessary process. In a state school located in a city of the State of São Paulo, 326 pupils who have attended to the early years of elementary school were evaluated in order to identify giftedness. Raven's Progressive Matrices test, the School Achievement Test and teacher's indication through an evaluation protocol were used. Seventy-four 6-11 years-old students presented giftedness indicators in two instruments at least. This study intended to confirm the high intellectual development of those pupils using the WISC-III. In order to confirm giftedness, the chosen criterion was to consider at least two indicators of the four instruments used: presenting a percentile of 90 or higher in Raven's test; obtaining at least two higher results in School Achievement Test subtests; being pointed by the teacher or achieving a result of 130 or higher in any subgroups (Verbal IQ, Execution IQ and Total IQ) on WISC-III. Eleven students were confirmed by these criteria. Fourteen students who reached at least one higher IQ on WISC-III were identified as well. The WISC-III results were considered suitable to confirm the identification of students with giftedness and, also, pointed a group of pupils who showed higher results, potentially with giftedness, and were benefited from specific services. Considering the age of the participants, it is suggested that WISC-III could be used to track their intellectual development with instruments which could evaluate their interests and skills. Resumo A identificação de alunos com altas habilidades/superdotação (AH/SD) é um processo complexo e necessário. Em uma escola estadual de uma cidade do interior do estado de São Paulo, os 326 alunos que frequentavam os primeiros anos do ensino fundamental participaram de uma triagem para identificação de AH/SD. Utilizaram-se o teste das Matrizes Progressivas de Raven, o Teste de Desempenho Escolar (TDE) e a indicação do professor, via um protocolo de avaliação. Setenta e quatro alunos, de seis a 11 anos de idade, apresentaram indicadores de AH/SD em pelo menos dois dos instrumentos. O presente estudo pretendeu confirmar o alto desempenho intelectual deles utilizando o WISC-III. Para confirmar as AH/SD, adotou-se o critério de pelo menos dois indicadores, dos quatro instrumentos aplicados: apresentar um percentil de 90 ou mais no Raven; ter pelo menos dois resultados superiores nos subtestes do TDE; ser indicado pelo profe