Developmental dyscalculia is a specific learning disability that is described as a heterogeneous and persistent cognitive disorder. Given the need to detect and intervene as early as possible to minimise its effects, teachers' knowledge about symptoms, characteristics and effective intervention strategies in dyscalculia is essential. Given the…

Introduction: The purpose of this study was to develop and validate a diagnostic measure of attention deficit, hyperactivity disorder and impulsivity. Method: The instrument was administered to normal (n=51), learning disability (LD) (n=96) and intellectually disabled (ID) (n=108) children. The instrument in its final form comprises 36 items.…

Children with mild developmental disorders sometimes show giftedness. In this study, an original checklist was developed to identify gifted characteristics specific to science learning among twice-exceptional primary school children in Japan. The checklist consisted of 60 items on Attitudes, Thinking, Skills, and Knowledge/Understanding. A total…

The purpose of the study was to examine whether the Greek translation of the "Learning Disability Evaluation Scale" (LDES) can be used in the identification of learning disabilities. The LDES was completed by 165 teachers for one of their students, aged 5 to 14 years. The LDES was significantly correlated to students' grades in Math and…

The paper reviews Wechsler Intelligence Scale for Children-Revised research that has particular pertinence for the assessment of learning disabilities (LD). Three topics are treated in-depth: factor analysis investigations, recategorization of subtests into Bannatyne's four groupings, and interscale/intrascale scatter. (Author)

Examined three definitions of learning disabilities (LD), ability-achievement discrepancy, low achievement, and scatter, to determine common variance among 48 LD children and 96 non-LD children. Factor analysis resulted in two distinct groupings of LD students; low achievement accounted for over four times as much variance as ability-achievement…

Problem-behavior rating scale data on elementary-aged learning disabled and normal boys were factor analyzed. Somewhat different factors were identified for normal and learning disabled groups. Implications of the findings for hyperactivity as distinct from other conduct problems and for classifying youngsters' behavior and emotional problems are…

The overlap of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Halstead-Reitan Neuropsychological Battery (HRNB) was investigated in light of their use in diagnosing children's learning problems. Scores for 1,181 children in the WISC-R and the HRNB were related using a canonical correlational analysis. One significant…

Evaluation of the Frostig Developmental Test of Visual Perception found that it measured a single general factor of perceptual organization which was weakly related to IQ and unrelated to reading ability. (KW)

This study reexamines factor analyses from which A. J. Ayres claimed to have identified perceptual-motor factors found in the scores of children with learning disabilities but not normally learning children. The reappraisal finds no support for the claim, and as a result, no support for derived diagnostic procedures or remedial programs.…

A multi-faceted study followed up 800 children originally administered SCREEN, a comprehensive early identification screening battery. Ss were given an individually administered diagnostic battery: The Illinois Test of Psycholinguistic Abilities (ITPA), The Wechsler Intelligence Scale for Children (WISC) Verbal Scale, The Beery Visual Motor…

Analyzed WISC-R profiles along a three-factor approach for purposes of differential diagnosis. Profiles of 278 school-verified learning disabled children were compared to those of Educable Mentally Impaired (N=141), Emotionally Impaired (N=67), Otherwise Impaired (N=61), and Nonimpaired (N=294). Resulting data was not useful in differential…

A discriminant analysis was performed to ascertain what psycho-educational assessment variables made the greatest predictive contribution to the classification of high school students referred for Child Study Team evaluation. Thirty-nine students classified as learning disabled were compared to 47 classified as ineligible for special services.…

The study investigated the reliability and validity of professional groups using the Modified Component Disability Instrument to identify/evaluate learning disabled (LD) adolescents. Ss included 166 LD teachers, speech clinicians, remedial reading teachers, school psychologists, school principals, and school counselors. Calculations were made for…

Students (n=300) referred for special education and diagnosed as learning disabled, mentally retarded, or not eligible were examined to determine the differential contribution of sociocultural variables on eligibility decisions within the context of intelligence test factors. Factors analyzed included verbal comprehension, perceptual organization,…