Assessment batteries of 200 elementary children, previously identified as having a specific learning disability (SLD), were analyzed to determine the different practices associated with the use of individual intelligence and achievement tests. Among the conclusions: Many students identified as SLD have below-average intelligence, do not exhibit discrepancies on the WISC-R, and do not have severe discrepancies between achievement and ability.
Get full access to this article
View all access options for this article.
References
1.
Anderson, K., Kaufman, A., & Kaufman, N. (1976). Use of the WISC-R with a learning disabled population: Some diagnostic implications. Psychology in the Schools, 23(4), 381–386.
2.
Berk, R. (1982). An evaluation of procedures for computing an ability-achievement discrepancy score. Journal of Learning Disabilities: An Interdisciplinary Journal, 15(2), 17–21.
3.
Clarizion, M., & Bernard, R. (1978). Recategorized WISC-R scores of learning disabled children and differential diagnosis. Journal of Learning Disabilities, 11(8), 33–38.
4.
Clements, S. (1966). Minimal brain dysfunction in children (Public Health Service Publications No. 415). Washington, DC: U.S. Department of Health, Education, and Welfare.
5.
Connoly, A., Nachtman, W., & Fritchett, E. (1971). Manual for the key math diagnostic arithmetic test. Circle Pines, MN: American Guidance Service.
6.
Dunn, L., & Dunn L. (1981). Peabody picture vocabulary test-Revised. Circle Pines, MN: American Guidance Service.
7.
Dunn, L., & Markwardt, F. (1970). Peabody individual achievement test. Circle Pines, MN: American Guidance Service.
8.
Epps, S., Ysseldyke, J., & Algozzine, B. (1982). Public policy implications of different definitions of learning disabilities (Research Report No. 99). Minneapolis: University of Minnesota.
9.
Jastak, J., & Jastak, S. (1965). Manual for the wide range achievement test. Wilmington, DE: Guidance Associates.
10.
Lerner, J. (1976). Children with learning disabilities. Boston: Houghton Mifflin.
11.
Mercer, C., Forgnone, C., & Wolking, W. (1976). Definitions of learning disabilities used in the United States. Journal of Learning Disabilities, 9, 376–386.
12.
Salvia, J., & Ysseldyke, J. (1981). Assessment in special and remedial education. Boston: Houghton Mifflin.
13.
Smith, T., & Lewis, A. (1985). Status of appraisal services. Journal of Learning Disabilities, 18(8), 467–469.
14.
Swartz, G. (1974). The language learning system. New York: Simon & Schuster.
15.
Thurlow, M., & Ysseldyke, J. (1979). Current assessment and decision-making practices in model programs for the learning disabled. Learning Disability Quarterly, 2, 35–41.
16.
U.S. Department of Education. (1985). Seventh annual report to Congress on the implementation of Public Law 94–142: The Education for All Handicapped Children Act. Washington, DC: U.S. Office of Special Education.
17.
U.S. Office of Education. (1975, November). Federal Register, 1975. Washington, DC: Department of Health, Education, and Welfare.
18.
Wechsler, D. (1974). Manual for the Wechsler intelligence scale for children-Revised. New York: Psychological Corp.
19.
Woodcock, R., & Johnson, M. (1977). Woodcock-Johnson psycho-educational battery. Boston: Teaching Resources.
20.
Ysseldyke, J. (1983). Current practices in making psychoeducational decisions about learning disabled students. Journal of Learning Disabilities, 16(4), 226–233.
21.
Ysseldyke, J., Algozzine, B., Richey, L., & Graden, J. (1982). Declaring students eligible for learning disabilities services: Why bother with the data?Learning Disability Quarterly, 5(1), 37–43.
