Cognitive,Academic,and Behavioral Findings in Children with Suspected and Documented Neurological Dysfunction

Abstract

Intellectual, perceptual, academic, and behavioral comparisons were made for matched samples of elementary school children with suspected and documented neurological dysfunction. Significant differences were obtained between samples on most intellectual (WISC) variables, with all comparisons favoring the suspected neurological dysfunction sample. The samples did not differ appreciably on perceptual, academic, and two of three behavioral variables, suggesting that the pattern of performance for the two samples in areas highly relevant for education wus similar. WISC Verbal-Performance discrepancies exceeding 15 points were relatively good predictors of documented neurological dysfunction.

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