Test of the Definition of Learning Disability Based on the Difference between IQ and Achievement.
A learning disability is commonly defined as a discrepancy between IQ and achievement. This has been criticized for identifying too many children as having a learning disability who have high IQs and average academic achievement. Such overidentification as actually occurred was assessed in 473 refer...
| Published in: | Psychological Reports Vol. 97; no. 1; pp. 109 - 117 |
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| Main Authors: | , |
| Format: | Article |
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Ammons Scientific, Ltd.
August 2005
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507816144&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507816144 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00332941 PSR jtl: Psychological Reports issn: 00332941 maglogo: N pubinfo: dt: August 2005 vid: 97 iid: 1 pid: 726 pub: Ammons Scientific, Ltd. artinfo: ui: 507816144 10.2466/PR0.97.5.109-116 ppf: 109 ppct: 8 formats: tig: atl: Test of the Definition of Learning Disability Based on the Difference between IQ and Achievement. aug: au: Mayes, Susan Dickerson Calhoun, Susan L. su: Mental illness -- Diagnosis Children with mental illness Diagnosis of learning disabilities Children with learning disabilities sug: subj: Mental illness -- Diagnosis Children with mental illness Diagnosis of learning disabilities Children with learning disabilities ab: A learning disability is commonly defined as a discrepancy between IQ and achievement. This has been criticized for identifying too many children as having a learning disability who have high IQs and average academic achievement. Such overidentification as actually occurred was assessed in 473 referred children (8-16 years, M = 10, SD = 2) with normal intelligence. Learning disability was defined as a significant discrepancy (p < .05) between predicted and obtained achievement in reading, mathematics, or written expression on the Wechsler Individual Achievement Test. Predicted achievement was based on the child's WISC-III Full Scale IQ. Overidentification was considered to occur when a child scored at or above age level in reading, mathematics, and writing but still had a significant discrepancy between predicted and obtained achievement by virtue of a high IQ. Learning disability was diagnosed in 312 (66%) of the children. There was no overidentification because all children had one or more WIAT scores below the normative level for their age, i.e., < 100. Further, only 7% of the children were identified with a learning disability based on a WIAT score in the 90s. These children had a mean IQ of 123 and were rated by their teachers and parents as having learning problems. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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