Searching for a WISC-R Profile for Learning Disabled Children

Abstract

Indexes of scatter on the WISC-R were computed for 100 severely learning disabled children. These indexes of subtest variability were significantly greater than values reported by Kaufman (1976) for children in the normal standardization sample. However, the substantial overlap in distributions between LD and normal groups suggests the inadvisability of continuing the search for a characteristic LD profile.A persistent theme in much of the diagnostic literature in the field of learning disabilities has involved an attempt to identify a set of characteristics that differentiate between normal and learning disabled children. A major assumption underlying both this research and much of the program evaluation literature is that LD children are reasonably homogeneous on many psychological variables.The Wechsler Intelligence Scale for Children and its revised version (Wechsler 1974) have frequently been used to attempt to identify a common profile for these children. A review of these studies reveals some minor similarities in profiles but also a great deal of variation. The problem with many of the findings is that while a profile is developed, there was no satisfactory way to compare the shape and range of scatter with normal children. Kaufman (1976) provided an analysis of the standardization sample in terms of range of scaled scores, numbers of tests deviating by three or more points from the child's own mean, and the proportion of the total sample showing three or more points between pairs of tests. The major conclusion from this work was that far more scatter exists in the standardization sample than was previously suspected. He specifically warns the diagnosticians of handicapped children not to stereotype the normal child as having a flat profile.

Writing disabilities and cognitive functions at the age of nine years in a neonatal high‐risk group

“…The mean IQ of the control group was also very high (120.2). The IQs of both groups are higher than expected and found in other studies (Ryckman, 1981). This might partly be due to the inclusion in the experimental group of children with minor handicaps only, because the seriously impaired children were omitted.…”

Gender Differences in Adaptive Behavior between Two-year-old Boys and Girls with Slow Expressive Language Development

“…Hassett and Gurian's study (as cited in Vogel, 1990) found that although 35% of the girls showed reading problems compared to 17% of the boys, 53% of the boys compared to 33% of the girls were receiving services two years after diagnosis. Ryckman's (1981) Vogel, 1990). These findings support the speculations that females may exhibit greater deficits when affected.…”

Concerns in Interpreting Subtest Scatter on the Tests of Cognitive Ability from the Woodcock-Johnson Psycho-Educational Battery

“…However, current research does not support such a practice (Gutkin, 1979;Ryckman, 1981). Our recommendation, with respect to the W-J is similar.…”