Frances W. Beck

Neuropsychological correlates of learning disabilities: Subtype identification by the tryon clustering method

Since Samuel Ortons (1937) assertion that dyslexia reflects abnormal brain organization, the relationship of learning disabilities to brain dysfunction has been the topic of considerable debate. Recently, learning-disabled individuals have been studied in conjunction with those known to have neurological dysfunction, in a search for common subtypes. In the present study, a population of 177 children, ages 9-0 to 14-0, were assessed on an augmented version of the Childrens Halstead-Reitan Battery. One hundred twenty-nine Ss were learning-disabled, 37 of whom also had verified brain damage. The remaining 48 children had neither learning disabilities nor evidence of brain damage. Patterns of neuropsychological performance were determined using Tryons clustering methods. The procedure yielded six subject clusters: (A) and (B)—children with low general intellectual ability; (C) children who are clumsy and lethargic; (D) children with language dysfunction; (E) children with faulty spatial orientation; and (F) children with no detectable neuropsychological deficits. These clusters were similar to those identified by investigators who have used other subject-clustering methods. Brain-damaged individuals were more prevalent in some clusters (e.g., A and B) than in others (e.g., E and F), and substantial numbers of learning disabled subjects were also found in clusters where brain-damaged individuals tended to cluster, indicating similar neuropsychological profiles. The cluster structure was validated by comparison with subtypes identified by other investigators, as well as by tests of association between clusters with exogenous factors (e.g., history of prematurity; seizures).

COMPARISON OF PPVT-R AND WISC-R IN A MILD/MODERATE HANDICAPPED SAMPLE

The Peabody Picture Vocabulary Test—Revised, Form L was compared with the Wechsler Intelligence Scale for Children—Revised with a sample of 32 mild/moderate handicapped students (24 boys, 8 girls). Significant correlations were found between the WISC—R Full Scale IQ (.46) and the WISC—R Verbal IQ (.50) and the PPVT—R, but no significant correlation was found between the WISC—R Performance IQ and the PPVT—R (.34). Mean scores on the PPVT—R and WISC—R were significantly different.

Effects of Self-Contained Special Class Placement on Intellectual Functioning on Learning Disabled Students

This research provides additional data relative to the efficacy of self-contained delivery systems for learning disabled children. The effect of one- or two-year special class placement on academic achievement and intellectual functioning was investigated. The number of years in a self-contained class significantly affected arithmetic achievement, F (1.24) = 4.50. p < .05. Significant differences in regression in IQ scores of both groups occurred. These results suggest that additional efficacy research should be conducted prior to formulation of conclusions relative to the use of self-contained classes for LD youngsters. The concept of determining placement alternatives on an individual basis continues to be advocated.

Implications for evaluating abused children : An independent study of the frequency of abused children referred to and enrolled in special education classes in a major Southeastern United States metropolitan area

This study investigated the frequency with which a group of identified child abuse victims in a single year appeared in independently gathered school records as manifesting developmental difficulties. Records from school entry were studied to determine the frequency of school behavioral problems, suspensions, and referral to special education consideration. This procedure based on independent and previously existing records yielded substantially lesser evidence of problems and handicapping conditions than those reported in the literature.

Effects of Immediate Information Feedback and Delayed Information Feedback on Delayed Retention.

AbstractThe effects of immediate information feedback and delayed information feedback were investigated. Students were divided into two groups and given a multiple- choice test. One group received immediate feedback about their responses, while the other received feedback a week later. In a posttest given at the end of the semester, significant and similar gains were made by both groups, indicating that the timing of feedback is not an important factor.

The Concurrent Validity of the Peabody Picture Vocabulary Test-Revised Relative to the Comprehensive Tests of Basic Skills.

In this investigation the relationship was explored between the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Comprehensive Tests of Basic Skills (CTBS). The sample consisted of 61 randomly selected elementary school students. The PPVT-R was correlated positively and significantly with all CTBS tests with the exception of Mathematics Computations. Obtained correlations ranged from .09 to .57. Highest correlations fell within the moderate range (.40 to .60). The levels of obtained correlations were sufficient to recommend the use of the PPVT-R as a screening instrument for identification of pupils with academic problems.

A Comparison of the General Information Subtest of the Peabody Individual Achievement Test with the Information Subtest of the Wechsler Intelligence Scale for Children-Revised.

The purpose of this study was to compare the General Information subtest of the Peabody Individual Achievement Test (PIAT) with the Information subtest of the Wechsler Intelligence for Children-Revised (WISC-R) to determine the utility of the PIAT subtest for screening purposes. One hundred subjects, 69 males and 31 females ranging in chronological age from seven years, two months to 16 years, 11 months and in IQ score from 44 to 121 participated in the study. That a high positive correlation (r = .73) occurred between WISC-R and PIAT Information subtest scores substantiates the value of the PIAT Information subtest as a general screening device. Results also indicated that data from Information subtests should be used with caution when mentally retarded students are evaluated.