The I.T.P.A.: Ballast or bonanza for the school psychologist

Waugh, Ruth

doi:10.1016/0022-4405(75)90003-5

“…Score reliability is acceptable, the subtest reliabilities are not, especially with test-retest intervals of greater than six months (Waugh, 1975 (Hammill & Wiederholt, 1973;Ysseldyke, 1973 …”

Section: Itpamentioning

confidence: 99%

“…An example comes from the ITPA which purports to test psycholinguistic ability. Waugh (1975), after reviewing the research on reliability and validity of the ITPA, concluded that the test does not measure psycholinguistic functioning, but instead measures cognitive functioning, that is, intelligence.…”

Section: Assumptionmentioning

confidence: 99%

“…(Hammill & Wiederholt, 1973). Sedlack and Weener (1973), Waugh (1975), and Ysseldyke (1973) (Sedlack & Weener, 1973).…”

Section: Assumptionmentioning

confidence: 99%

“…In summarizing the reliabilities of these instruments we relied on reviews by Hammill and Wiederholt (1973), Sedlack and Weener (1973), Waugh (1975), and Ysseldyke (1973). In addition, test manuals were consulted in an effort to obtain reliability information on DD-PT instruments that were not included in previous reviews.…”

Section: Assumptionmentioning

confidence: 99%

See 2 more Smart Citations

Differential Diagnosis—Prescriptive Teaching: A Critical Appraisal

Arter

¹

,

Jenkins

²

1979

Review of Educational Research

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The dominant instructional model within special education, Differential Diagnosis-Prescriptive Teaching, involves the assessment of psycholinguistic and perceptual motor abilities that are presumed necessary for learning basic academic skills. Based on the differential pattern of ability strengths and weaknesses resulting from this assessment, individual remedial prescriptions are prescribed.In this article five assumptions underlying this model are identified. Also presented is a comprehensive review of research related to each assumption. The findings seriously challenge the model's validity and suggest that continued advocacy of the model cannot be justified. Children do not appear to profit from current applications of Differential DiagnosisPrescriptive Teaching. DD-PT: A Critical Appraisal 2Differential Diagnosis-Prescriptive Teaching: A Critical AppraisalThe term "differential diagnosis" refers to the process of assessing the learning characteristics of a child so that instruction can be matched to individual learning needs (Kirk & Kirk, 1971, p. 12; Kirk, 1972, p. 7). Although, in theory, this could include any procedure that attempts to delineate a child's specific strengths and weaknesses (Ysseldyke & Salvia, 1974), it has traditionally referred to those practices that attempt to diagnose abilities that presumably are prerequisite for or underlie academic learning (Mann, 1971;Ysseldyke, 1973). Such general psychological processes include auditory abilities (e.g., auditory discrimination and memory), visual abilities (e.g., visual discrimination and spatial relationships), cross sensory perceptual abilities (e.g., auditory-visual integration) and psycholinguistic abilities (e.g., auditory sequential memory and verbal expression). According to this model, failure to master basic academic skills, such as reading, may be traced to impairments in one or more of these underlying processes or abilities. To illustrate, a child who experiences failure in school tasks such as spelling phonetically irregular words, answering sequence questions based on material read, or copying sentences, may be found to suffer from an impairment in a basic process such as visual sequential memory (the ability to order a series of items so as to match a previously given model). DD-PT: A Critical Appraisal 3The term "diagnostic-prescriptive teaching," often used in conjunction with Differential Diagnosis, refers to the practice of formulating instructional prescriptions on the basis of differential diagnostic results.These prescriptions generally take one of two forms. In one form differential diagnostic information is used to generate a program to directly remediate an underlying ability weakness. In a second form weak abilities are not remediated; rather, the focus is on academic targets, such as reading or math, for which instructional programs are devised that capitalize upon the child's pattern of underlying strengths and weaknesses, as identified in the course of diagnosis. An example of the former approach would be...

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“…If the theoretical model underlying the ITPA is valid, then factor analytic studies should distinguish performance along the levels, channels, and processes. Factor analytic studies of the ITPA have been reviewed by Proger et al (1973), Sedlack and Weener (1973), Meyers (1969), and Waugh (1975).…”

mentioning

confidence: 99%

Differential Diagnosis. Prescriptive Teaching: A Critical Appraisal

Arter¹,

Jenkins²

1979

Review of Educational Research

View full text Add to dashboard Cite

The dominant instructional model within special education, Differential Diagnosis-Prescriptive Teaching, involves the assessment of psycholinguistic and perceptual motor abilities that are presumed necessary for learning basic academic skills. Based on the differential pattern of ability strengths and weaknesses resulting from this assessment, individual remedial prescriptions are prescribed.In this article five assumptions underlying this model are identified. Also presented is a comprehensive review of research related to each assumption. The findings seriously challenge the model's validity and suggest that continued advocacy of the model cannot be justified. Children do not appear to profit from current applications of Differential DiagnosisPrescriptive Teaching. DD-PT: A Critical Appraisal 2Differential Diagnosis-Prescriptive Teaching: A Critical AppraisalThe term "differential diagnosis" refers to the process of assessing the learning characteristics of a child so that instruction can be matched to individual learning needs (Kirk & Kirk, 1971, p. 12; Kirk, 1972, p. 7). Although, in theory, this could include any procedure that attempts to delineate a child's specific strengths and weaknesses (Ysseldyke & Salvia, 1974), it has traditionally referred to those practices that attempt to diagnose abilities that presumably are prerequisite for or underlie academic learning (Mann, 1971;Ysseldyke, 1973). Such general psychological processes include auditory abilities (e.g., auditory discrimination and memory), visual abilities (e.g., visual discrimination and spatial relationships), cross sensory perceptual abilities (e.g., auditory-visual integration) and psycholinguistic abilities (e.g., auditory sequential memory and verbal expression). According to this model, failure to master basic academic skills, such as reading, may be traced to impairments in one or more of these underlying processes or abilities. To illustrate, a child who experiences failure in school tasks such as spelling phonetically irregular words, answering sequence questions based on material read, or copying sentences, may be found to suffer from an impairment in a basic process such as visual sequential memory (the ability to order a series of items so as to match a previously given model). DD-PT: A Critical Appraisal 3The term "diagnostic-prescriptive teaching," often used in conjunction with Differential Diagnosis, refers to the practice of formulating instructional prescriptions on the basis of differential diagnostic results.These prescriptions generally take one of two forms. In one form differential diagnostic information is used to generate a program to directly remediate an underlying ability weakness. In a second form weak abilities are not remediated; rather, the focus is on academic targets, such as reading or math, for which instructional programs are devised that capitalize upon the child's pattern of underlying strengths and weaknesses, as identified in the course of diagnosis. An example of the former approach would be...

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Neurological, psychological and articulatory impairment in five-year-old children with a birthweight of 2000 g or less

Michelsson

¹

,

Noronen

²

1983

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The study comprised 324 children with a birthweight less than or equal to 2000 g born in 1971-1974 at the Institute of Midwifery, Helsinki. The low birthweight (LBW) infants totalled 1.46% of the live-born during that time. At the age of 5 years 197 children were investigated; 15 had severe handicaps while 182 were without any immediate noticeable defects. The rest were not investigated for the following reasons: 86 had died, seven were severely handicapped and 34 could not be traced or the parents did not want to participate in the examination. The 197 children were given a neurodevelopmental screening examination, psychological and articulatory tests. A score of greater than or equal to 23 in the neurodevelopmental screening examination was noted in 8% of the controls, in 87% of the severely handicapped and in 34% of children without severe handicaps. All psychological test results differed significantly from those of the controls. The articulatory tests showed that the speech problems were more common among the LBW children. According to the teachers' assessments at the age of 9 years, 32% of the LBW children were in need of special education, compared with 12% of the controls. A significant correlation was found between the test results at 5 years and the school achievement at the age of nine.

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The I.T.P.A.: Ballast or bonanza for the school psychologist

Cited by 10 publications

References 16 publications

Differential Diagnosis—Prescriptive Teaching: A Critical Appraisal

Differential Diagnosis—Prescriptive Teaching: A Critical Appraisal

Differential Diagnosis. Prescriptive Teaching: A Critical Appraisal

Neurological, psychological and articulatory impairment in five-year-old children with a birthweight of 2000 g or less

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