A Comparison of Emotionally Disturbed Adolescents' Math Achievement on the WRAT PIAT and Key Math

This study investigated performance on the Key Math, WRAT Arithmetic and FIAT Math subtests. One hundred thirty emotionally disturbed adolescents undergoing inpatient treatment at a psychiatric hospital were administered the FIAT and WRAT. Sixty low math achievers were also administered the Key Math. Sixty-five subjects each were assigned to the Average Achievement and Below Average Achievement groups based on FIAT total test scores, FIAT math and WRAT arithmetic grade equivalent scores (GE) and standard scores (SS) correlated significantly for all groups. Key Math GE scores correlated significantly with FIAT math and WRAT arithmetic GE scores. Analyses of variance were computed to evaluate differences in test performance, GEs and SSs were significantly higher on the PIAT than the WRAT, and Avera e Achievement group scores were significantly higher than Below Average Achievement group scores. For GE scores, group and test and gender and test significantly interacted to produce greater differences in scores on the PIAT and WRAT for average achievers and for males. For subjects in the Key Math group, each test significantly differed from the others, with Key Math scores higher than WRAT scores and lower than FIAT scores. Gender and test interacted significantly to produce greater differences in scores for males. The study concludes the differences in mean test performance prohibit the interchangeable use of the FIAT, WRAT and Key Math in the assessment of math achievement for emotionally disturbed adolescents.