WISC-R Types of Learning Disabilities: A Profile Analysis with Cross-Validation

WISC-R profiles of 119 children in five separate learning disabilities (LD) programs were placed in six homogeneous groups using cluster analysis. A cross-validation procedure supported the reliability of the typology. Achievement test scores also significantly differentiated all six types. LD child...

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Bibliographic Details
Published in:Journal of learning disabilities 1987-06, Vol.20 (6), p.369-373
Main Authors: Holcomb, William R., Hardesty, Russell A., Adams, Nichoias A., Ponder, Howard M.
Format: Article
Language:English
Subjects:
Biological and medical sciences
Child
Child clinical studies
Communication disorders
Education, Special
Female
Humans
Learning Disorders - diagnosis
Learning Disorders - psychology
Male
Medical sciences
Psychology. Psychoanalysis. Psychiatry
Psychometrics
Psychopathology. Psychiatry
Wechsler Scales
Citations: Items that this one cites
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Summary:WISC-R profiles of 119 children in five separate learning disabilities (LD) programs were placed in six homogeneous groups using cluster analysis. A cross-validation procedure supported the reliability of the typology. Achievement test scores also significantly differentiated all six types. LD children in two of the six types were characterized as having WISC-R profiles already identified in the literature and displayed possible reading, attention, and sequencing deficits. A third LDtype is similar to the superior IQ LD child, with motor coordination deficits in addition to severe emotional problems. Three other profiles represent children who have low IQ levels that are consistent with their below average school performance and may not represent true LD children. Based upon this typology, suggestions are made for remedial interventions.
ISSN:0022-2194
1538-4780
DOI:10.1177/002221948702000614