James C. Coleman

A DESCRIPTIVE-RELATIONAL STUDY OF 364 CHILDREN REFERRED TO A UNIVERSITY CLINIC FOR LEARNING DISORDERS

The present study provides descriptive and relational data on a large sample of children and adolescents referred to the Psychology Clinic School at UCLA for assessment and treatment of learning disorders. 364 Ss ranged in age from 7 to 15.9 yr. and had IQs between 61 and 133. A wide range of reading achievement and emotional adjustment was represented. Descriptive data, including psychological assessment data, family background, developmental history, and the referral problem, are presented for the group as a whole. The relational treatment of data utilized five subgroupings of Ss: intelligence, reading achievement, emotional adjustment, age, and sex. The range of subject characteristics as well as certain commonalities is pointed up.

Intelligence level and background factors in learning disorders.

Background data on 364 Ss referred to a university remedial clinic for children were related to level of intelligence. Significant differences were found for referral problems, family background, health history, developmental problems, and behavior problems.