WISC—R patterns of cognitive abilities in behavior disordered and learning disabled children.

Abstract

Both behavior disorder (BD) and learning disability (LD) are frequently diagnosed in the same children. This study comprises 2 parts. First, previously published data were examined to compare the Wechsler Intelligence Scale for Children-Revised (WISC-R) profiles of groups of children diagnosed as BD and to assess the fit of their scores to the Learning Disability Index (LDI). Second, new data were secured from a total of 171 children, diagnosed as BD, LD, or both (BD-LD). All of these groups showed similar patterns of cognitive functioning, although they were clearly differentiated in terms of their academic performance and by reports of behavior problems. These findings support the notion that there may be a common cognitive cause for both learning disability and behavior disorder.

Intellectual competence of children who are beginning inpatient and day psychiatric treatment

“…Several investigators have suggested examining WISC-R data through the use of profile analyses other than those derived from scatter indices and factor analyses (Hodges et al, 1982;Kaufman & Reynolds, 1983;Longman, Inglis, & Lawson, 1991).…”

External Validity of the Profile Variability Index for the K-ABC, Stanford-Binet, and WISC-R

“…Results of many studies from the first area suggest that large summary-score discrepancies often relate to performance on nontest criteria. For example, large Wechsler VerbalPerformance IQ differences covary with school achievement for children (e.g., Longman, Inglis, & Lawson, 1991;Richman & Lindgren, 1980) and certain t3rpes of brain damage for adults (e.g., Kaufman, 1990;Lezak, 1983;Matarazzo, 1972).…”

Educating individuals with disabilities: IDEIA 2004 and beyond

“…A child's general perceptual and cognitive development was the main factor related to academic success or failure. In the last few decades, however, efforts have been made to relate perceptual and cognitive development of children also to social functioning (Longman, Inglis, & Lawson, 1991;Spafford & Grosser, 1993).…”