Impulsive cognitive tempo in severe and mild learning disabled children

The purpose of the study was to compare the performance of severe and mild learning disabled children to normal children on a problem-solving task. The three types of children were assessed on the Matching Familiar Figures task, which provides a measure of impulsivity during problem-solving tasks. Results indicated that on the MFF, LD children, as a group, were more impulsive than normal children, and severe LD were more impulsive than mild LD children. Impulsivity scores were correlated with reading achievement, indicating a relationship between problem-solving strategy and academic performance. Educational implications are discussed regarding the usefulness of the reflection-impulsivity dimension in the area of learning disabilities and the applicability of the MFF as a diagnostic and evaluative measure.     

The social perception of learning disabled and non‐learning disabled children

This study was undertaken to determine if there were differences in the social perception of learning disabled and non‐learning disabled youngsters, whether social perception was related to sex and if interaction by sex and learning disability status was involved. Fifty‐seven elementary school children aged 9 to 11 years were given four measures of social perception. Results showed that learning disabled children differed significantly (p .01) from their non‐learning disabled peers on each of the four measures. Neither sex nor group by sex interaction was significant. Assessment and intervention aimed at improving social perceptual skills should be incorporated into educational programming for those learning disabled children who exhibit deficiencies in this area of functioning.     

Stability of WISC-R subtest profiles for learning disabled children

Stability of the WISC-R subtest profile for 161 learning disabled (LD) children over a 7-month test-retest interval was examined. A unique subtest profile reported earlier (Smith, Coleman, Dokecki, & Davis, 1977a) was replicated. Performance IQ was significantly greater than Verbal IQ at both testing occasions. A mean test-retest increase was observed for Performance IQ, but not for Verbal IQ.     

Clinical importance of parent ratings of everyday cognitive abilities in children with learning and attention problems

This study addressed two issues: first, whether parental reports contribute information over and above a standardized psychometric assessment, and second, whether parental reports of everyday cognitive functioning might be useful in distinguishing between children with reading disabilities (RD), attention-deficit/hyperactivity disorder (ADHD), and combined ADHD + RD. Parent-reported information on 159 children with learning or attention problems was obtained using a questionnaire called the Parent Ratings of Everyday Cognitive and Academic Abilities (PRECAA). Psychometric information used for comparison included the Woodcock-Johnson Psychoeducational Battery-Revised, the Bruininks-Oseretsky Test of Motor Proficiency-Short Form, the Vocabulary and Block Design subtests of the Wechsler Intelligence Scale for Children, 3rd edition, and the Developmental Test of Visual-Motor Integration. The PRECAA was found to be sensitive to group differences between children with RD and children with ADHD and combined ADHD + RD. Its inclusion resulted in a significant increase in the number of children correctly classified compared to the use of psychometric measures alone. The PRECAA correctly classified more children (66%) than did the standard psychometric measures (50%). In fact, a very high percentage of children with ADHD (81%) were correctly classified using the PRECAA. These findings suggest that the PRECAA may be a useful aid to clinicians in the identification of children with learning and attention problems.     

WISC-R patterns for learning disabled children at three SES levels

WISC-R and socioeconomic status (SES) data were collected on 122 learning disabled (LD) children who had been assigned to self-contained LD classrooms. The children were divided into three groups on the basis of family SES: high, middle, and low. Three questions were explored: (a) Is there a relationship between SES and IQ test scores among LD-labeled children? (b) Is the pattern of subtest scores independent of SES level? (c) Is the Verbal-Performance IQ test score discrepancy independent of SES level? Results supported affirmative answers to all three questions. Discussion centered around the implications of these results for future research on the utility of the WISC-R for diagnostic purposes.     

Written narratives of normal and learning disabled children

Writing samples of children in grades one through three were collected in two midwestern elementary schools using the Picture Story Language Test. Each story was scored for productivity, syntax, and level of abstraction. Results indicated that performance in all aspects of written language improved with age. A second study was conducted to compare the writing of normal children who were average readers in grades one through three with learning disabled children who were reading at comparable levels. The results indicated no significant differences in productivity but there were differences in syntax. Problems were noted particularly in morphology. Further observations indicated the learning disabled poor readers also had more problems with handwriting and spelling than average readers.     

Factor structure of intellectual and achievement measures for learning disabled children

The purpose of this study was to explore the factor structure of intelligence and achievement for learning disabled children. WISC-R, PIAT, and WRAT scores of 183 male, learning disabled students were factor analyzed. A factor structure was obtained. The factors were identified as: (a) language achievement, (b) perceptual organization, (c) verbal educative, and (d) mathematical achievement. These findings suggest that intelligence and achievement are composed of similar traits and skills. Therefore, comparison of individual achievement test scores with traditional Verbal, Performance, or Full Scale intelligence for learning disabled children may not be logical, since analysis of these tests reveals factorially complex skills.