Reliability of Standardized Assessment Instruments When Used with Learning Disabled Children

1978 ◽  
Vol 1 (3) ◽  
pp. 23-31 ◽  
Author(s):  
Monte D. Smith ◽  
Carl M. Rogers
Keyword(s):  
Learning Disability ◽  
Basic Assumption ◽  
Field Work ◽  
Learning Disabled ◽  
Standardized Assessment ◽  
Assessment Instruments ◽  
Disabled Children ◽  
Disabled Students ◽  
Normative Population ◽  
Affective Assessment

Many practitioners and researchers in the learning disability field work under the basic assumption that the various assessment instruments commonly used with learning disabled populations exhibit the same reliability when used with learning disabled students as when used with a more normative population. The purpose of this study was to test this assumption by examining the reliabilities of several tests of intellectual, academic, and affective assessment when administered to learning disabled students.

Learning Disabilities and the Professional Educator

1978 ◽  
Vol 1 (1) ◽  
pp. 5-12 ◽  
Author(s):  
Stephen Larsen
Keyword(s):  
Learning Disabilities ◽  
Civil Rights ◽  
Learning Disability ◽  
Educational Practice ◽  
Learning Disabled ◽  
Educational Needs ◽  
Professional Standards ◽  
Ethical Practice ◽  
Disabled Students ◽  
Professional Educator

Dr. Stephen Larsen, President of D.C.L.D., has identified four central issues in the learning disability field as they relate to the educator: 1) determining the true parameters of the learning disabilities field; 2) monitoring the proliferation of tests and materials presumed relevant to educational practice; 3) insuring that learning disabled students are provided instructional opportunities in accordance with their educational needs and civil rights; and 4) determining professional standards that are necessary for competent and ethical practice. The professional educator is seen as the central person in the resolution of these issues as well as the central professional in planning, conducting, and/or coordinating the overall diagnostic and remedial efforts used with the learning disabled individual.

Strategy Training: A Need for Clarification

1987 ◽  
Vol 54 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Laurie U. deBettencourt
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Training Needs ◽  
Strategy Training ◽  
Disabled Children ◽  
Disabled Students ◽  
Training Interventions ◽  
Precise Understanding

On the basis of research in the field of learning disabilities it has been concluded that many learning disabled students can be characterized as strategy-deficient, inactive learners. However, a precise understanding of strategy training procedures is frequently obscured by researchers. The term “strategy training” needs to be defined more clearly so that the approaches are understood more universally. In this article I discuss the rationale for strategy training interventions with learning disabled children, describe three approaches that are currently being studied in the field, and discuss the issues that arise.

Discrepancy and Severity in the Learning Disabled: A Consolidated Perspective

1980 ◽  
Vol 3 (1) ◽  
pp. 84-90 ◽  
Author(s):  
Carol Weller
Keyword(s):  
Social Skills ◽  
Learning Disability ◽  
Learning Disabled ◽  
Disabled Students ◽  
Severity Level ◽  
Socialization Skills

This paper presents a consolidated criteria model which can be used to identify the discrepancy and severity level of learning disabled students. Academic and socialization skills are evaluated in light of seven considerations: 1) the problem's effect on other abilities, 2) academic and socialization problem correspondence, 3) alteration of future life needs, 4) remediation versus compensation, 5) effect on social skills with peers and adults, 6) strengths and weaknesses, and 7) avoidance of problem areas. The seven criteria are applied to a mild, moderate, and severe learning disability grouping. Research indicating the need for continued investigation into the use of the model is reported. Recommendations for research and educational uses of the model are also presented.

The Hierarchical Factor Structure of the WISC-R for Learning Disabled Children

1979 ◽  
Vol 2 (4) ◽  
pp. 71-75 ◽  
Author(s):  
John Blaha ◽  
Hubert Vance
Keyword(s):  
Learning Disability ◽  
Factor Structure ◽  
Learning Disabled ◽  
Disabled Children ◽  
Factor Solution ◽  
G Factor ◽  
Verbal Comprehension ◽  
The Difference ◽  
Freedom From Distractibility ◽  
Reading Disabled

A Wherry and Wherry (1969) hierarchical factor solution was performed on the 12 WISC-R subtest intercorrelations for a sample of 85 learning disabled children. A hierarchical ability structure similar to, though not congruent with, Vernon's (1950) paradigm was obtained. The hierarchy included a general (g) factor and three subgeneral factors consisting of an intact spatial-perceptual-mechanical (k:m) factor, a verbal comprehension factor, and a freedom-from-distractibility factor. The factor structure of learning disabled children was somewhat more fractionated and complex than that for normals, but not as complex as the structure of reading disabled children. This suggests that the more severe a learning disability, the greater the difference between the hierarchical factor structure for that group and the factor structure of normals.

A Comparison of the Proportional Reasoning Abilities of Learning Disabled and Non-Learning Disabled Children and Adolescents

1983 ◽  
Vol 6 (3) ◽  
pp. 313-320
Author(s):  
Rose Sinicrope ◽  
Lori Bell Mick
Keyword(s):  
Problem Solving ◽  
School District ◽  
Children And Adolescents ◽  
Proportional Reasoning ◽  
Learning Disabled ◽  
Disabled Children ◽  
Symbolic Form ◽  
Disabled Students ◽  
Reasoning Abilities

Noelting's (1980a, 1980b) three parallel instruments on proportional reasoning—two presenting problem-solving tasks in the ratio and division interpretations of fractions and one presenting the tasks in the purely symbolic form of numerical fractions—were administered to 6 female and 41 male learning disabled students, grades four through eight. Performances on the instruments were then compared to the performances of 120 non-learning disabled students in grades five through nine of the same school district. The purpose of the study was to determine whether learning disabled students differed in their development of proportional reasoning and whether their disability was in the use of symbols and language and not in their ability to solve proportional problems. Developmental scalograms, PPR>0.93, resulted in support of the hypothesis that the proportional reasoning abilities of the learning disabled student are developmental and thus not unlike those of the non-learning disabled student. A comparison of the three means for the two groups revealed a reversal in performance with the learning disabled students more successful at problem solving and the non-learning disabled students more successful at the purely symbolic form of numerical fractions. Unlike the non-learning disabled students, the learning disabled students' inability to express a strategy did not indicate an inability to solve the problem.

scholarly journals Incidence of Attention-Deficit/Hyperactivity Disorder in Learning Disabled Children, A Systematic Review

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
H A Mohamed ◽  
M S Khodeir ◽  
S R El-sady
Keyword(s):  
Systematic Review ◽  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disability ◽  
Attention Deficit ◽  
Learning Disabled ◽  
Comorbid Condition ◽  
Disabled Children ◽  
Inclusion Criteria ◽  
Central Processing ◽  
Hyperactivity Disorder

Abstract Background Children diagnosed with learning disability (LD) have a high incidence of psychiatric comorbidities especially Attention-Deficit/Hyperactivity Disorder (ADHD). These comorbidities are either a direct consequence of the same deficits in the central processing patterns that generate the learning problems, or they tend to stress the role of frustration and failure in academic achievement. These difficulties are claimed to move a vicious circle that leads the child towards ever-greater cognitive and social–emotional impoverishment. Aim The aim of this work is to conduct a systematic review of ADHD as a comorbid condition in learning disabled children to determine its incidence in learning disabled children in order to estimate the size of the problem to be able to delineate an efficient program in therapeutic intervention later. Study design This was a systematic review. Methods Two electronic databases (PubMed and Science Direct) were searched for articles. Relevant studies were further evaluated and studies that met inclusion criteria were reviewed. Results The literature search yielded 593 studies. Twenty-eight articles were further evaluated to be included. Five studies met all inclusion criteria and were chosen for review. The studies provide prevalence of ADHD in learning disabled children. We have found higher scores of ADHD in learning disabled children than in the normal population, in all the included studies. The studies reviewed demonstrated the effect of this comorbidity and the importance of its diagnosis for improvement of prognosis of the learning disability. Conclusion The current systematic review determines the probable prevalence of the ADHD in learning disabled children.

Identification of Gifted/Learning Disabled Children

1986 ◽  
Vol 7 (1) ◽  
pp. 61-68 ◽  
Author(s):  
Carolyn R. Yewchuk
Keyword(s):  
Learning Disability ◽  
School Psychologists ◽  
Clinical Assessment ◽  
School Psychologist ◽  
Learning Disabled ◽  
Assessment For Learning ◽  
Disabled Children ◽  
Close Analysis ◽  
Educational Programmes ◽  
Gifted And Learning Disabled

Until very recently, little attention has been focused on children who are both gifted and learning disabled. Because of their contradictory characteristics, these children are usually undetected by teachers or school psychologists. Close analysis of WISC-R responses and profiles in the context of a very broad clinical assessment for learning disability can assist the school psychologist in identifying these children so that they can be placed in educational programmes appropriate to their unique needs.

Learning Disabled Students' Conformity Responses to Prosocial and Antisocial Situations

1982 ◽  
Vol 5 (4) ◽  
pp. 344-352 ◽  
Author(s):  
Tanis Bryan ◽  
Mara Werner ◽  
Ruth Pearl
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Peer Pressure ◽  
Social Behaviors ◽  
Learning Disabled ◽  
Prosocial Behaviors ◽  
Disabled Children ◽  
Disabled Students

Junior-high school aged learning disabled and nondisabled students rated their willingness to conform to peer pressure to engage in antisocial and prosocial actions. In addition, students indicated how many friends they had, how supportive they perceived their peers and parents to be, and how often they participated in antisocial actions with friends. The results indicated that while learning disabled and nondisabled children did not differ in their estimates of likely conformity to engaging in prosocial behaviors, the learning disabled subjects rated themselves more likely to engage in antisocial actions with friends. While learning disabled children estimated having somewhat fewer friends than nondisabled students, the groups did not differ in their perceptions of peer and parent supportiveness. Results are discussed in terms of factors which may affect learning disabled adolescents' social behaviors.

Relationships among Self-Concept and School Achievement, Maternal Self-Esteem and Sensory Integration Abilities for Learning Disabled Children, Ages 7 to 12 Years

1984 ◽  
Vol 58 (1) ◽  
pp. 177-178 ◽  
Author(s):  
Beverly A. Doyle ◽  
David C. Higginson
Keyword(s):  
Sensory Integration ◽  
Southern California ◽  
School Achievement ◽  
Learning Disabled ◽  
Self Esteem ◽  
Self Concept ◽  
Disabled Children ◽  
Disabled Students ◽  
Motor Abilities

52 learning disabled students were assessed to evaluate the relationships among self-concept and (a) school achievement, (b) maternal self-esteem, and (c) sensory integration abilities. Of these variables, perceptual motor abilities as measured by the Southern California Sensory Integration Tests contributed to reported self-concept of learning disabled students.

Marker Variables: A Search for Comparability and Generalizability in the Field of Learning Disabilities

1978 ◽  
Vol 1 (3) ◽  
pp. 5-11 ◽  
Author(s):  
Barbara K. Keogh ◽  
Susan M. Major ◽  
Helen Patricia Reid ◽  
Patricia Gándara ◽  
Hisako Omori
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Learning Disabled ◽  
Disabled Students ◽  
Research Results ◽  
Cooperative Approach ◽  
Program Effects ◽  
Research Findings ◽  
Conducting Research ◽  
Marker Variables

The learning disability field has been plagued by unclear definitional criteria resulting in inconsistencies and confusion regarding research findings and program effects. The concept of marker variables as presented by Keogh et al. may be a means of guiding research and comparing research results. Marker variables may be thought of as a set of core variables which are collected in common by those conducting research within a given field. The identification and adoption of a systematic, cooperative approach to the documentation of research and intervention with learning disabled students would aid in the comparability and generalizability of the findings. This article discusses the concept of marker variables as they are being applied to the learning disability field in the UCLA Marker Variable Project.

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