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Use Of The Wisc R And The K Abc With Low Achievers Learning Disabled And Students Classified Emotionally Impaired
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Book Synopsis Use of the WISC-R and the K-ABC with Low Achievers, Learning Disabled, and Students Classified Emotionally Impaired by : Dennis James Becht
Download or read book Use of the WISC-R and the K-ABC with Low Achievers, Learning Disabled, and Students Classified Emotionally Impaired written by Dennis James Becht and published by . This book was released on 1986 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Contemporary Special Education Research by : Russell Gersten
Download or read book Contemporary Special Education Research written by Russell Gersten and published by Routledge. This book was released on 2000-03-01 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: Considerable research in the past 30 years has accumulated regarding the academic and social functioning of youngsters with disabilities. Only in the past decade has there been sufficient special education research published from which meta-analyses and syntheses can be conducted. In this volume, seven sets of authors grapple with synthesizing the knowledge base on an array of critical topics in the field of special education. Among others, specific chapters include: * a synthesis of what is known about effective instructional grouping practices for reading. * an examination of the differences between students classified as learning disabled and other low-achieving students on a range of academic performance measures. * a review of effective instruction for English-language learners. * an examination of the research on behavioral supports for low-incidence special education populations. * a synthesis on how technology supports literary development, across the full spectrum of disabilities categories. These papers provide up-to-date, informative summaries of current knowledge and a base from which further venture into the critical area of instructional intervention in special education can occur.
Book Synopsis Profile Analysis of WISC-R and K-ABC Scores for Children with Reading Disabilities by : Mark Damon Frazier
Download or read book Profile Analysis of WISC-R and K-ABC Scores for Children with Reading Disabilities written by Mark Damon Frazier and published by . This book was released on 1985 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comparison of the K-ABC and the WISC-R for Black Students and White Students Classified as Retarded, Learning Disabled, and Gifted by : Anna Hearn Avant
Download or read book Comparison of the K-ABC and the WISC-R for Black Students and White Students Classified as Retarded, Learning Disabled, and Gifted written by Anna Hearn Avant and published by . This book was released on 1987 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1989-03 with total page 624 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Profile Analysis of the WISC-R Across Three Handicapped Groups and a Low-achiever Group by : Cynthia J. Hadly
Download or read book Profile Analysis of the WISC-R Across Three Handicapped Groups and a Low-achiever Group written by Cynthia J. Hadly and published by . This book was released on 1988 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The primary purpose of the present study was to analyze subtest patterns on the Wechsler Intelligence Scale for Children-Revised (WISC-R) in conjunction with three handicapped categories (Mentally Retarded, Specific Learning Disabled, and Seriously Behavior Disordered) and a non-handicapped group of low-achievers to examine whether each group differed significantly from each other group. In addition, an attempt was made to determine if each group had its own distinct profile of relative strengths and weaknesses on the WISC-R. The subjects who participated in the study were drawn from two elementary and a middle school within Riverside School District, a rural community set in northeastern Washington. All the subjects selected were currently enrolled in or previously referred for special education services. Selection criteria for each of the three handicapped groups and the low-achiever group were according to the Washington Administrative Code (1986/87) for education of handicapped children and were previously identified by the schools. The low--achievers did not meet the eligibility requirements for any of the handicapped categories, however, they were students who were having difficulty in the regular classrooms and whose teachers referred for assessment to determine if they were eligible for services. The 37 male and nine female subjects had an average chronological age of ten, ranging from six to fifteen. Their mean Full Scale IQ, excluding the Mentally Retarded group, was 94.7 with a range of 81-107. The mean Full Scale IQ of the Mentally Retarded group was 73, with a range of 66-78. Within each of the groups there was an even distribution according to age, grade, and size (Mentally Retarded N=11, Specific Learning Disabled N=12, Severely Behaviorally Disordered N=12, Low-Achievers N=11). Each of the subjects was randomly assigned to one of three qualified examiners if current WISC-R data were not available in the subject's special education file. The WISC-R was individually administered to each subject. All scores in the study were compiled from subjects' 11 subtest scores, mazes excluded. Three separate two by eleven mixed analyses of variance were used to compare the Specific Learning Disabled, Severely Behaviorally Disordered, and Low-Achiever groups with each other. Multiple comparisons between pairs of means, using the Lindquist (1953) critical difference procedure, was utilized, which employed the error term from each analysis. Since the comparisons among the interaction means were most directly relevant to the hypotheses being tested, multlple comparisons were carried out only among those 11 subtest means. Object Assembly and Block Design, with the Behaviorally Disordered group performing higher than the Low-Achiever group. To provide a more discriminative evaluation of the subtest patterns within each of the subject groups, based only on the variability within their 11 subtest scores, separate one-way analysis of variance were carried out for each of the four groups, as well as obtaining critical difference results. The three handicapped groups obtained a significant variance among tests (MR p
Download or read book Resources in Education written by and published by . This book was released on 1990-04 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Index to American Doctoral Dissertations by :
Download or read book Index to American Doctoral Dissertations written by and published by . This book was released on 1986 with total page 606 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis How to Use WISC-R Scores in Reading/learning Disability Diagnosis by : Evelyn F. Searls
Download or read book How to Use WISC-R Scores in Reading/learning Disability Diagnosis written by Evelyn F. Searls and published by International Reading Assn. This book was released on 1985-01-01 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: The revised version of this monograph serves two purposes: (1) to describe what the Wechsler Intelligence Scale for Children-Revised (WISC-R) measures with regard to reading/learning disability in the light of current findings, and (2) to summarize research with the Wechsler Intelligence Scale for Children (WISC) and WISC-R as related to reading/learning disability. Chapter 1 points out that the WISC-R is a classified psychological test with its use limited to personnel who have had extensive training in its administration and interpretation. The organization and administration of the WISC-R are discussed in Chapter 2, while Chapter 3 describes each subtest as to the task involved, what purportedly is being measured, method of scoring, possible implications of high and low scores, and suggested relationships to reading disability. Chapter 4 presents procedures for analyzing WISC-R scores as a means of generating hypotheses about students' cognitive strengths and weaknesses that may affect reading ability. Chapter 5 briefly describes the other two Weschsler Scales, one for young children and one for adults. Chapter 6 provides an overview of the literature on the WISC/WISC-R and reading achievement. (HOD)
Book Synopsis Comprehensive Dissertation Index by :
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparative Analysis of the WISC-R and K-ABC for Identifying Learning Disabled Children by : Beth M. Hendricks
Download or read book A Comparative Analysis of the WISC-R and K-ABC for Identifying Learning Disabled Children written by Beth M. Hendricks and published by . This book was released on 1988 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between K-ABC Global Scores and WISC-R Full Scale I.Q. in Learning Disabled Children by : James A. Ilardi
Download or read book The Relationship Between K-ABC Global Scores and WISC-R Full Scale I.Q. in Learning Disabled Children written by James A. Ilardi and published by . This book was released on 1984 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Journal of Mental Retardation by :
Download or read book American Journal of Mental Retardation written by and published by . This book was released on 1988 with total page 762 pages. Available in PDF, EPUB and Kindle. Book excerpt: Includes the association's conference proceedings and addresses.
Book Synopsis A Compendium of Neuropsychological Tests by : Otfried Spreen
Download or read book A Compendium of Neuropsychological Tests written by Otfried Spreen and published by Oxford University Press. This book was released on 1998-02-19 with total page 754 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a survey of neuropsychologists published in The Clinical Neuropsychologist, the first edition of the Compendium was named as one of the eleven essential books in their field. This second edition has been thoroughly updated to cover new developments in neuroscience, cognitive psychology, and psychological assessment. It includes new chapters on test selection, report writing and informing the client, executive functions, occupational interest and aptitude, and the assessment of functional complaints. In addition to updating research findings about the tests covered in the first edition, the book now contains almost twice as many tests.
Book Synopsis Assessments of the Correlation Between Ability Vs Achievement Within Three Select Groups by : Rhonda Solotkin Matt
Download or read book Assessments of the Correlation Between Ability Vs Achievement Within Three Select Groups written by Rhonda Solotkin Matt and published by . This book was released on 1994 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Predicting Handicap Categories by : Tracie Lozano
Download or read book Predicting Handicap Categories written by Tracie Lozano and published by . This book was released on 1988 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to examine which of two commonly used measure of cognitive functioning (WISC-R and WJTCA) was more accurate in discriminating between two handicapped groups (learning disabled and behaviorally disordered) and a non-handicapped, low achieving control group. In addition, an attempt was made to determine if any specific patterns of subtests (WISC-R) or clusters (WJTCA) would emerge relative to each individual group. It was hypothesized that each group's profile would differ from the other two groups on both measures. The thirty-five subjects used in this study were selected from the elementary and middle school populations of Riverside School District. Riverside is located in a rural area of eastern Washington. Subject population was limited to students who had been referred and assessed for special education. The two handicapped groups were identified by the district as meeting eligibility criteria for handicapped according to current (1986/87) WAC codes. The low achieving group did not meet any of the criteria for handicapped but had been referred for assessment due to low academic achievement. These students are low achievers, i.e., their ability equals their achievement, and differ in this respect from a normal control group. However, the low achiever group was used as a control group as those students who achieve adequately are not referred for assessment and need not be discriminated from others for decisions of educational placement. Males and females were used in the sample and the three groups were equated for age and grade. Age and grade ranged from six years in kindergarten to fourteen years in seventh grade. Full scale IQ scores ranged from 81 to 107 with a mean of 94 on the WISC-R and 78 to 113 with a mean of 91 on the WJTCA. Scores were acceptable if time between administration was one year or less. The WJPEB is an individually administered test that assesses four areas of functioning: Cognitive Ability, Achievement, Interest and Adaptive Behavior. For the purposes of this study only the four cluster scores, Verbal Ability, Reasoning, Visual/Perceptual Speed and Memory were used from the Cognitive Ability Test. The WISC-R is an individually administered test of general intelligence which is composed of twelve subtests. The measure yields both a Verbal and Performance IQ as well as a Full Scale IQ for the entire test. For the present study, only eleven subtest scores were included in the analysis. A stepwise discriminant function procedure was used to analyze the data. This method is used when one wishes to identify variables that are important for distinguishing between groups as well as to develop a procedure for predicting group membership of new cases. The results indicated that the WISC-R more accurately discriminated the learning disabled and behaviorally disordered groups than did the WJTCA. The predictive power was equal for the two instruments with the low achiever group. However, the WISC-R predicted the total group 14.29% more accurately than did the WJTCA. The WISC-R Object Assembly subtest was included in the discriminant analysis for all three groups. The low achiever's relatively low score on this subtest was primarily responsible for this discrimination. The learning disabled and behaviorally disordered group means did not differ significantly from each other on this dimension. The WISC-R Comprehension subtest was included as a discriminating variable for both the learning disabled and low achiever groups. The markedly higher behaviorally disordered group score was responsible for this discrimination indicating that this group differs significantly from the learning disabled and low achiever's on this dimension. The WJTCA Memory cluster was included in the analysis for all three groups. On this dimension, the learning disabled and behaviorally disordered criterion groups did not differ systematically. However, the low achiever group's relatively high score indicates that Memory is a significant factor in discriminating low achievers from others. The Verbal Ability and Reasoning clusters of the WJTCA were specific to the learning disabled group. This group scored lower on both dimensions than did the other two groups. For the behaviorally disordered group, the Vocabulary and Digit Span subtests of the WISC-R were significant in the discrimination. This group scored higher on Vocabulary and lower on Digit Span than did the other two criterion groups. The Visual/Perceptual Speed cluster was significant in discriminating the behaviorally disordered from others. This target group scored significantly higher in this area. The low achiever's Information score on the WISC-R was lower than the other groups which resulted in the discrimination power in this analysis. The results confirm the experimental hypothesis that each groups profile would contain significant differences when compared to the other two groups on both the WISC-R and the WJTCA. Finally, these findings can only be generalized to the sample and the school district population which were used in this study"--Document.
Book Synopsis Using a Learning Disabilities Index Based on Scaled Subtest Scores of the WISC-R to Depict Verbal Or Nonverbal Deficits from that Test by : Barbara Jo Larson Hutchings
Download or read book Using a Learning Disabilities Index Based on Scaled Subtest Scores of the WISC-R to Depict Verbal Or Nonverbal Deficits from that Test written by Barbara Jo Larson Hutchings and published by . This book was released on 1991 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study compares the Learning Disabilities Index (LDI) and the State Discrepancy Tables (SDT) in order to ascertain the variables involved between the similarities and areas of disagreement within the two measures. The State of Washington uses a regressed standard score discrepancy method to determine eligibility for classification as learning disabled. The two tests used in this study to determine student eligibility are: the WISC-R. a measure of intelligence and: the WJPEB, a measure of academic achievement. The LDI uses a regression formula based on 11 subtest standard scores of the WISC-R (excluding Mazes). It employs negative loadings on the verbal items (including Coding) and positive loadings on the non- verbal items (excluding Coding). This study contains a small sample of students (N=115) from Spokane, WA. All students were referred to special services for psychological testing to decide eligibility for special educational programs. These students are divided into two basic groups according to the State Discrepancy Tables; either qualifying as learning disabled or as being non-learning disabled. A further division includes students with Performance IQ (PIQ)> Verbal IQ (VIQ) with a N=100: and VIQ> PIQ with a N=l5. The LDI formula was implemented and the subject's LDI number was assigned. The LDI has a normal distribution with a mean of zero and a standard deviation of 301. The LDI number is positive where there is a verbal deficit and negative where there is a nonverbal deficit. From these data a Chi square was utilized. For the PIQ> VIQ: one cell (N=51) includes SDT +/ LDI +. The next cell (N=30) includes SDT +/ LDI -. A third cell contains (N=9) SDT -1 / LDI +and the last cell conta1ns (N=11) SDT -/ LDI - Finally, a 2 x 4 mixed analysis of variance was carried out on the scores. The two classification groups (congruent and incongruent) were a between subjects variable. The four cluster scores (Spatial. Conceptual. Sequential, and Acquired Knowledge) were a within subjects variable. The Lindquist critical difference procedure was then employed. The results of the analysis of variance showed a significant difference between the two groups. Both groups exhibited Bannatyne's cluster sequence but within the congruent group the Sequential cluster deficit is clearly more pronounced than within the incongruent group. Therefore, the LDI appears to show students as learning disabled who display poor Sequential scores. The incongruent group's cluster score means are closer together than the congruent group cluster score means. It would appear the LDI claims students are learning disabled if they show the Sequential cluster scores as low. Many authors (Bannatyne and Kaufman among others) claim this is the mark of a true learning disabled student. If this is the case, the LDI appears to measure this feature accurately. However, many pitfalls await the researcher who desires to implement the LDI. What happens to the students who are now excluded as non learning disabled? What do we do with the discrepancy tables? Is the Sequential score low because of attentional problems, because of poor pencil skills on the Coding subtest, or because of inadequate math education? These issues must be addressed"--Document.
