The ability of the Luria-Nebraska Neuropsychological Battery-Children's Revision (LNNB-CR) to discriminate learning disabled (N = 27) and slow-learner (N = 14) students and to discriminate these groups when variance associated with IQ was controlled was examined. Also, the regression formula for diagnosis of brain damage, calculated from standardization data, was employed to determine the percentage of each group classified as brain damaged. Results indicated that the LNNB-CR discriminated between groups with 93% correct classification; three subscales contributed significantly to the discrimination: Intelligence, Motor, and Tactile. Univariate analyses of variance indicated significant differences between groups on the subscales of Motor, Writing, Arithmetic, and Intelligence. No significant differences were evidenced between groups with FSIQ covaried. Using the regression formula established with the standardization data, 100% of the slow-learner group and 78% of the learning-disabled group were labeled as brain damaged. The results suggest that the LNNB-CR does not provide additional information beyond that obtained through traditional psychoeducational assessment. The LNNB-CR is likely to overclassify mildly handicapped children as brain damaged.
Get full access to this article
View all access options for this article.
References
1.
Boder, E. (1973). Developmental dyslexia: A diagnostic approach based on three atypical reading-spelling patterns. Developmental Medicine and Child Neurology, 15, 663-687.
2.
Cruickshank, W. M. (1983). Learning disabilities: A neurophysiological dysfunction. Journal of Learning Disabilities, 16, 27-29.
3.
Doehring, D. G., & Hoshko, I. M. (1977). Classification of reading problems by the Q-technique of factor analysis. Cortex, 13, 281-294.
4.
Ferguson, D. G. (1961). Review of the literature on the slow learner. Education, 81, 326-330.
5.
Gaddes, W. H. (1983). Applied educational neuropsychology: Theories and problems. Journal of Learning Disabilities, 16, 511-514.
6.
Gaddis, E. A. (1971). Teaching the slow learner in the regular classroom. Belmont, MD: Fearon Pitman.
7.
Geary, D. C., & Gilger, J. W. (1984). The Luria-Nebraska Neuropsychological Battery-Children's Revision: Comparison of learning disabled and normal children matched on Full Scale IQ. Perceptual and Motor Skills, 58, 115-118.
8.
Geary, D. C., Jennings, S. M., & Schultz, R. T. (1982). The diagnostic accuracy of the Luria-Nebraska Children's Battery for 9-12-year-old learning disabled children. Manuscript submitted for publication.
9.
Gilger,J. W., Geary, D. C., & Jennings, S. M. (1984, April). Performance on the Luria-Nebraska Children's Battery associated with VIQ-PIQ differences. Paper presented at the annual meeting of the Western Psychological Association.
10.
Golden, C. J. (1981). The Luria-Nebraska Children's Battery-Theory and formulation. In G. W. Hynd & J. E. Obrzut, Neuropsychological assessment and the school-age child (pp. 277-302). New York: Grune & Stratton.
11.
Goldstein, H. (1961). New directions for the slow learner. Education, 81, 348-351.
12.
Gustavson, J. L., Golden, C. J., Leark, R. A., Wilkening, G. N., Hermann, B., & Plaisted, J. R. (1982, August). The Luria-Nebraska Neuropsychological Battery-Children's Revision. Current research findings. Paper presented to Division 40 of the American Psychological Association Annual Convention, Washington.
13.
Hynd, G. W., & Obrzut, J. E. (Eds.). (1981). Neuropsychological assessment and the school-age child. New York: Grune & Stratton.
14.
Ingram, T. T., Mason, A. W., & Blackburn, I. (1970). A retrospective study of 82 children with reading disability. Developmental Medicine and Child Neurology, 12, 271-281.
15.
Johnson, D. J., & Myklebust, H. R. (1967). Learning disabilities, educational principles and practices. New York: Grune & Stratton.
16.
Karras, D., Newlin, D. B., Franzen, M. D., Golden, C. J., Wilkening, G. N., Rothermel, R. D. Jr., & Tramontana, M. J. (1987). Development of factor scales for the Luria-Nebraska Neuropsychological Battery-Children's Revision. Journal of Clinical Child Psychology, 16, 19-28.
17.
Kaufman, A. S., & Kaufman, N. L. (1983). Interpretative manual for the Kaufman Assessment Battery for Children. Circle Pines, MN: American Guidance Service.
18.
Kirk, S. A. (1972). Educating exceptional children. (2nd ed.). Boston: Houghton Mifflin.
19.
Lyon, R., & Watson, B. (1981). Empirically derived subgroups of learning disabled readers: Diagnostic characteristics. Journal of Learning Disabilities, 14, 256-261.
20.
Nolan, D. R., Hammeke, T. A., & Barkley, R. A. (1983). A comparison of the patterns of neuropyschological performance in two groups of learning disabled children. Journal of Clinical Psychology, 12, 22-77.
21.
Obrzut, J. E., & Obrzut, A. (1982). Neuropsychological perspectives in pupil services: Practical applications of Luria's model. Journal of Research and Development in Education, 15, 38-47.
22.
Petrauskas, R., & Rourke, B. P. (1979). Identification of subgroups of retarded readers: A neuropsychological, multivariate approach. Journal of Clinical Neuropsychology, 1, 17-37.
23.
Pirozzolo, F. J. (1979). The neuropsychology of developmental reading disorders. New York: Praeger Press.
24.
Pirozzolo, F. J. (1981). Language and brain: Neuropsychological aspects of developmental reading disability. School Psychology Review, 10, 350-355.
25.
Plaisted, J. R., Gustavson, J. L., Wilkening, G. N., & Golden, C. J. (1983). The Luria-Nebraska Neuropsychological Battery-Children's Revision: Theory and current research findings. Journal of Clinical Child Psychology, 12, 13-21.
26.
Quattrocchi, M. M., & Golden, C. J. (1983). Peabody Picture Vocabulary Test-Revised and Luria-Nebraska Neuropsychological Battery for Children: Intercorrelations for normal children. Perceptual and Motor Skills, 56, 632-634.
27.
Reitan, R. M., & Davison, L. A. (1974). Clinical neuropsychology. Current status and applications. Washington: Hemisphere.
28.
Rourke, B. P. (1975). Brain-behavior relationships in children with learning disabilities. American Psychologist, 30, 911-920.
29.
Satz, P., & Morris, R. (1981). Learning disability subtypes: A review. In F. J. Pirozzolo & M. C. Wittrock (Eds.), Neuropsychological and cognitive processes in reading. New York: Academic Press.
30.
Selz, M., & Reitan, R. M. (1979). Neuropsychological test performance of normal, learning disabled, and brain damaged older children. Journal of Nervous and Mental Disease, 167, 298-302.
31.
Shepherd, M. J. (1975). ”Learning disabled” or “slow learner”?Teacher, 92, 29-31.
32.
Snow, J. H., Hartlage, L. C., Hynd, G. W., & Grant, D. H. (1983). The relationship between the Luria-Nebraska Neuropsychological Battery-Children's Revision and the Minnesota Percepto-Diagnostic Test with learning disabled students. Psychology in the Schools, 20, 415-419.
33.
Snow, J. H., & Hynd, G. W. (1985a). A multivariate investigation of the Luria-Nebraska Neuropsychological Battery-Children's Revision with learning disabled children. Journal of Psychoeducational Assessment, 3, 101-109.
34.
Snow, J. H., & Hynd, G. W. (1 959b). Factor structure of the Luria-Nebraska Neuropsychological Battery-Children's Revision with learning disabled children. Journal of School Psychology, 23, 271-275.
35.
Snow, J. H., Hynd, G. W., & Hartlage, L. C. (1984). Differences between mildly and more severely learning-disabled children on the Luria-Nebraska Neuropsychological Battery-Children's Revision. Journal of Psychoeducational Assessment, 2, 23-28.
36.
Wilkening, G. N., Golden, C. J., MacInnes, W. D., Plaisted, J. R., & Hermann, B. (1982). The Luria-Nebraska Neuropsychological Battery-Children's Revision: A Preliminary Report. (Available from C. J. Golden, University of Nebraska Medical Center, Omaha, Nebraska.)
