Inter-Correlations Between Tests Of Intelligence In Students With Learning Disabilities

2020 ◽  
Vol 11 (01) ◽  
Author(s):  
S. Venkatesan ◽  
L. Lokesh
Keyword(s):  
Learning Disabilities ◽  
Test Scores ◽  
Convergent Validity ◽  
Survey Design ◽  
Specific Learning Disabilities ◽  
Demographic Variables ◽  
Single Shot ◽  
Students With Learning Disabilities ◽  
Mental Age ◽  
Specific Learning

Background: Tests of intelligence are a prelude to the diagnosis of specific learning disabilities. This study selected three commonly preferred performance measures, such as the Porteus Maze Test (PMT), Seguin Form Board (SFB), and Gesell Drawing Test (GDT), to examine their inter-correlations. A single-shot correlation survey design was combined with convenience sampling to determine the nature, direction, degree, and extent of co-variance of test scores between the chosen tests for an overall sample of 161 students with specific learning disabilities. The overall trends and concerning personal-demographic variables like age, gender, level of schooling, and type of curriculum, were investigated. For the overall sample (N: 161), the obtained mean SFB mental age of 109.79 (SD: 20.38), GDT mental age of 98.80 (SD: 20.07), and PMT mental age of 103.75 (SD: 29.07) months. The GDT appears to be estimating mental ages less by five points against the PMT, and by twelve points against the SFB in the targeted children. Analysis of inter-correlations between the test scores on pairs for the three tests of intelligence shows moderate to highly significant correlation (p: 0.05) ranging from 0.48 and 0.53, irrespective of which among them is used as anchor test. This means that they all possess good convergent validity for their regular use during clinical practice in the diagnosis of children with learning disabilities.

Specific Learning Disabilities

2016 ◽  
pp. 170-205
Author(s):  
George Uduigwome
Keyword(s):  
Learning Disabilities ◽  
Early Intervention ◽  
Progress Monitoring ◽  
Learning Experience ◽  
Specific Learning Disabilities ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Systematic Instruction ◽  
Associated Conditions ◽  
Specific Learning

This chapter discusses best practices in providing supports for students diagnosed with reading (dyslexia), writing (dysgraphia), and spelling (dysorthographia) deficits. It examines some impacts of these and associated conditions on learning. The recommended strategies for leveraging learning for the identified population are all evidence-based. Per the author, early intervention is key to providing students with learning disabilities a meaningful learning experience. An early intervention involves the use of multiple measures to diagnose a student's present level of performance primarily with a view to finding strengths (Strengths can be used to mitigate deficits) and learning gaps, utilizing evidence-based systematic instruction delivered with treatment fidelity, and an ongoing progress monitoring.

Specific Learning Disabilities Identification: Do the Identification Methods and Data Matter?

2019 ◽  
Vol 43 (2) ◽  
pp. 63-74 ◽  
Author(s):  
Kathrin E. Maki ◽  
Sarah R. Adams
Keyword(s):  
Learning Disabilities ◽  
School Psychologists ◽  
Test Scores ◽  
Student Evaluation ◽  
Specific Learning Disabilities ◽  
Background Information ◽  
Observation Data ◽  
Evaluation Data ◽  
Identification Methods ◽  
Specific Learning

Specific learning disabilities (SLD) identification has consistently been shown to be problematic; however, research has largely focused on SLD identification using test scores only. The present study, therefore, examined SLD identification decisions across identification methods and student evaluation data levels, including test scores, background information, and observations. Participants included 461 school psychologists who were randomly assigned to one of 12 conditions to make identification decisions. Results indicated that response to intervention (RtI) methods resulted in greater identification consistency than ability-achievement discrepancy while pattern of strengths and weaknesses (PSW) resulted in lower identification consistency than ability-achievement discrepancy. However, background information and observation data did not impact SLD identification consistency. Implications for practice and research are also discussed.

Specific Learning Disabilities

2020 ◽  
pp. 320-355
Author(s):  
George Uduigwome
Keyword(s):  
Learning Disabilities ◽  
Early Intervention ◽  
Progress Monitoring ◽  
Learning Experience ◽  
Specific Learning Disabilities ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Systematic Instruction ◽  
Associated Conditions ◽  
Specific Learning

This chapter discusses best practices in providing supports for students diagnosed with reading (dyslexia), writing (dysgraphia), and spelling (dysorthographia) deficits. It examines some impacts of these and associated conditions on learning. The recommended strategies for leveraging learning for the identified population are all evidence-based. Per the author, early intervention is key to providing students with learning disabilities a meaningful learning experience. An early intervention involves the use of multiple measures to diagnose a student's present level of performance primarily with a view to finding strengths (Strengths can be used to mitigate deficits) and learning gaps, utilizing evidence-based systematic instruction delivered with treatment fidelity, and an ongoing progress monitoring.

scholarly journals Differential vocational rehabilitation service patterns and outcomes for transition-age youth with specific learning disabilities: Implications in the COVID-19 era

2020 ◽  
pp. 1-12
Author(s):  
Cahit Kaya ◽  
Sharon Hsu ◽  
Phillip D. Rumrill ◽  
Cheryl Hanley-Maxwell ◽  
Fong Chan
Keyword(s):  
Learning Disabilities ◽  
Vocational Rehabilitation ◽  
Multivariate Logistic Regression Analysis ◽  
Employment Outcomes ◽  
Specific Learning Disabilities ◽  
Demographic Variables ◽  
Transition Age Youth ◽  
Related Services ◽  
Transition Age ◽  
Specific Learning

BACKGROUND: It is essential to ensure that youth with specific learning disabilities (SLD) receive an appropriate type and amount of vocational rehabilitation (VR) services to facilitate their entrance to employment and career development. METHODS: In this study, the chi-squared automatic interaction detector (CHAID) analysis and multivariate logistic regression analysis were used to investigate the relationship among demographic variables, VR services, and employment outcomes for transition-age youth with SLD. RESULTS: Results indicated that age, gender, race, educational level, and cash benefits from the Social Security Administration were significant predictors of employment outcomes for transition-age youth with SLD. After controlling for the effects of demographic variables, job and training related services had significant relationships with employment outcomes. Most notably, job placement, occupational/vocational training, and on-the-job support services had the strongest relationships with competitive employment outcomes. CONCLUSION: These findings support the effectiveness of job-related services and supported employment for transition-age youth with SLD. Implications for future research and practice in the wake of the COVID-19 pandemic are discussed.

scholarly journals Twice-Exceptional, Half-Noticed: The Recognition Issues of Gifted Students with Learning Disabilities

2021 ◽  
pp. 13-22
Author(s):  
Uma Hamzić ◽  
Senad Bećirović
Keyword(s):  
Learning Disabilities ◽  
Gifted Students ◽  
Specific Learning Disabilities ◽  
Gifted Children ◽  
Exceptional Students ◽  
Students With Learning Disabilities ◽  
Exceptional Children ◽  
Twice Exceptional ◽  
Specific Learning

Gifted children with learning disabilities are known as twice-exceptional. Both the identification and the classification of twice-exceptional children are a matter for practical ingenuity, as these children tend to fall upon extremes of a scale, resulting in either the child with both obvious giftedness and a learning disability or in the child where the giftedness effectively masks the disability. The latter results in a child that tests as average upon surface-level assessments. In this article, a new direction of the identification of twice-exceptional students is proposed in terms of specific learning disabilities, specifically in terms of the latter form of students who go through education undiagnosed. In addition to this direction, we provide a condensed understanding of both giftedness and specific learning disabilities in students, as well as how they interact in twice-exceptionality, and how teachers might best navigate the issue of masking within the classroom.

scholarly journals A Misuse of IQ Scores: Using the Dual Discrepancy/Consistency Model for Identifying Specific Learning Disabilities

2018 ◽  
Vol 6 (3) ◽  
pp. 36 ◽  
Author(s):  
A. Beaujean ◽  
Nicholas Benson ◽  
Ryan McGill ◽  
Stefan Dombrowski
Keyword(s):  
Learning Disabilities ◽  
Test Scores ◽  
The United States ◽  
Specific Learning Disabilities ◽  
Evidence Based ◽  
Supporting Evidence ◽  
Related Services ◽  
Consistency Model ◽  
Iq Scores ◽  
Specific Learning

The purpose of this article is to describe the origins of patterns of strengths and weaknesses (PSW) methods for identifying specific learning disabilities (SLD) and to provide a comprehensive review of the assumptions and evidence supporting the most commonly-used PSW method in the United States: Dual Discrepancy/Consistency (DD/C). Given their use in determining whether students have access to special education and related services, it is important that any method used to identify SLD have supporting evidence. A review of the DD/C evidence indicates it cannot currently be classified as an evidence-based method for identifying individuals with a SLD. We show that the DD/C method is unsound for three major reasons: (a) it requires test scores have properties that they fundamentally lack, (b) lack of experimental utility evidence supporting its use, and (c) evidence supporting the inability of the method to identify SLD accurately.

Sign in / Sign up

Export Citation Format

Share Document