A Multidirectional Model for Assessing Learning Disabled Students' Intelligence: An Information-Processing Framework

1988 ◽  
Vol 11 (3) ◽  
pp. 233-247 ◽  
Author(s):  
H. Lee Swanson
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Learning Disabled ◽  
Strategy Development ◽  
Thinking Aloud ◽  
Disabled Students ◽  
Intelligent Behavior ◽  
Problem Solving Strategies ◽  
And Performance ◽  
Experimental Findings

This article presents an information-processing approach to the assessment of learning disabled students' intellectual performance. The model is based on the assumption that intelligent behavior is comprised of a variety of problem-solving strategies. Its validity rests on experimental findings of Brown (1978), Neisser (1976, 1981), Newell and Simon (1972), and Sternberg (1977, 1978, 1979, 1981), to name a few. Each plane of assessment includes decisions about: (a) the relationship between hypothesis testing and overall performance; (b) the knowledge base which influences strategy development; (c) the ability to coordinate, direct, and organize search strategies; (d) the metacognitive parameters of learning and performance; and (e) the abstracting of problem-solving strategies. Sample “probing” questions are provided to direct assessment procedures. Within each plane, different components are assessed. The article presents an account of child problem solving and illustrates its underlying assumptions with a “thinking aloud” protocol. The model suggests that substrategy behavior may develop independently or within different planes. Finally, conclusions are drawn to direct intervention approaches.

A Multidirectional Model for Assessing Learning Disabled Students' Intelligence: An Information-Processing Framework

1982 ◽  
Vol 5 (3) ◽  
pp. 312-326 ◽  
Author(s):  
H. Lee Swanson
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Learning Disabled ◽  
Strategy Development ◽  
Thinking Aloud ◽  
Disabled Students ◽  
Intelligent Behavior ◽  
Problem Solving Strategies ◽  
And Performance ◽  
Experimental Findings

This article presents an information-processing approach to the assessment of learning disabled students' intellectual performance. The model is based on the assumption that intelligent behavior is comprised of a variety of problem-solving strategies. Its validity rests on experimental findings of Brown (1978), Neisser (1976, 1981), Newell and Simon (1972), and Sternberg (1977, 1978, 1979, 1981), to name a few. Each plane of assessment includes decisions about: (a) the relationship between hypothesis testing and overall performance; (b) the knowledge base which influences strategy development; (c) the ability to coordinate, direct, and organize search strategies; (d) the metacognitive parameters of learning and performance; and (e) the abstracting of problem-solving strategies. Sample “probing” questions are provided to direct assessment procedures. Within each plane, different components are assessed. The article presents an account of child problem solving and illustrates its underlying assumptions with a “thinking aloud” protocol. The model suggests that substrategy behavior may develop independently or within different planes. Finally, conclusions are drawn to direct intervention approaches.

A Comparison of the Proportional Reasoning Abilities of Learning Disabled and Non-Learning Disabled Children and Adolescents

1983 ◽  
Vol 6 (3) ◽  
pp. 313-320
Author(s):  
Rose Sinicrope ◽  
Lori Bell Mick
Keyword(s):  
Problem Solving ◽  
School District ◽  
Children And Adolescents ◽  
Proportional Reasoning ◽  
Learning Disabled ◽  
Disabled Children ◽  
Symbolic Form ◽  
Disabled Students ◽  
Reasoning Abilities

Noelting's (1980a, 1980b) three parallel instruments on proportional reasoning—two presenting problem-solving tasks in the ratio and division interpretations of fractions and one presenting the tasks in the purely symbolic form of numerical fractions—were administered to 6 female and 41 male learning disabled students, grades four through eight. Performances on the instruments were then compared to the performances of 120 non-learning disabled students in grades five through nine of the same school district. The purpose of the study was to determine whether learning disabled students differed in their development of proportional reasoning and whether their disability was in the use of symbols and language and not in their ability to solve proportional problems. Developmental scalograms, PPR>0.93, resulted in support of the hypothesis that the proportional reasoning abilities of the learning disabled student are developmental and thus not unlike those of the non-learning disabled student. A comparison of the three means for the two groups revealed a reversal in performance with the learning disabled students more successful at problem solving and the non-learning disabled students more successful at the purely symbolic form of numerical fractions. Unlike the non-learning disabled students, the learning disabled students' inability to express a strategy did not indicate an inability to solve the problem.

Comparison of Scores on WISC-III and WISC—R of Urban Learning Disabled Students

1995 ◽  
Vol 77 (2) ◽  
pp. 473-474 ◽  
Author(s):  
Christie M. Gunter ◽  
Gary L. Sapp ◽  
Anthony C. Green
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Urban Students ◽  
Special Education Services ◽  
Disabled Students ◽  
Intelligence Scale ◽  
Education Services ◽  
Picture Arrangement ◽  
And Performance

Wechsler Intelligence Scale for Children-III IQs and Wechsler Intelligence Scale for Children—Revised IQs of 16 preadolescents who were learning disabled, urban students (14 black) receiving special education services were compared. Analyses indicated lower mean WISC-III IQs, correlations of .57, .74, and .72 between scores on Full, Verbal, and Performance Scales, respectively, and significant correlations of .44 to .80 between respective sets of subtests. Exceptions were Information (.34), Similarities (.30), and Picture Arrangement (.15). These results suggest that the WISC-III may compare favorably with the WISC—R, if replicated with a substantial group.

Correlations of the Wechsler Intelligence Scale for Children-Revised, Peabody Picture Vocabulary Test, and Slosson Intelligence Test for a Group of Learning Disabled Students

1979 ◽  
Vol 44 (3) ◽  
pp. 735-738 ◽  
Author(s):  
Hubert “Booney” Vance ◽  
Rena Lewis ◽  
Susan De Bell
Keyword(s):  
Learning Disabled ◽  
Intelligence Test ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Disabled Students ◽  
Intelligence Scale ◽  
Verbal Scale ◽  
The Mean ◽  
And Performance

This study compared scores on the Wechsler Intelligence Scale for Children-Revised, Peabody Picture Vocabulary Test, and Slosson intelligence test for 64 students (45 boys, 19 girls) who ranged in age from 7–3 to 13–2. Mean IQ on the Peabody was significantly higher than the mean IQ on the Wechsler Intelligence Scale for Children-Revised and on the Slosson. The mean IQs were 95.0 for the Peabody, 89 0 for the Slosson, and 87.8 for the Wechsler Full Scale, with standard deviations of 12.3, 11.7, and 7.0, respectively. Highest correlations of IQs were between Verbal Scale of the Wechsler and the Slosson (.81) and between the Verbal and Performance Scales of the WISC-R (.73).

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