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Direct linkFoley-Nicpon, Megan; Assouline, Susan G.; Fosenburg, Staci – Journal of Advanced Academics, 2015
Researchers investigated the self-concept profiles of twice-exceptional students in relationship to their cognitive ability and participation in educational services. All subjects (N = 64) had high ability (IQ score at or above the 90th percentile) and were diagnosed with either an autism spectrum disorder (ASD; n = 53) or specific learning…
Descriptors: Self Concept, Academic Ability, Exceptional Child Research, Profiles
De Wet, J. J. – 1981
The use of multiple regression in identifying students with learning disabilities was investigated with 281 ninth grade students. Five sets of predictor variables were chosen to predict grade point average in grade 9: verbal and nonverbal IQ, sex, socioeconomic status (SES), and grade point average in grade 7. Five groups of overachievers, normal…
Descriptors: Exceptional Child Research, Handicap Identification, Learning Disabilities, Multiple Regression Analysis
Peer reviewedGottesman, Ruth L. – Learning Disability Quarterly, 1979
Forty-three learning disabled children referred to a medical outpatient clinic because of reading difficulties were evaluated and followed for a period of five-seven years to study the course of their reading achievement and its relationship over time to various characteristics. (DLS)
Descriptors: Exceptional Child Research, Followup Studies, Learning Disabilities, Neurological Organization
Peer reviewedFreund, Judith Horen; Elardo, Richard – Learning Disability Quarterly, 1978
The role of maternal behavior and family constellation factors as predictors of social competence was investigated with 17 learning disabled children (mean age 10 years) and their mothers. Journal availability: see EC 112 927. (DLS)
Descriptors: Elementary Education, Exceptional Child Research, Family (Sociological Unit), Interpersonal Competence
Peer reviewedSmith, Monte D. – Journal of Learning Disabilities, 1979
The investigation explored the possibility of predicting self-concept among 147 learning-disabled children (ages 7 to 13) on the bases of several combinations of predictor variables. The combinations of word knowledge performance, math performance, and family socioeconomic status (SES) significantly predicted self-concept. (Author/PHR)
Descriptors: Arithmetic, Elementary Education, Exceptional Child Research, Intelligence
