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Peer reviewedMatson, Johnny L.; Smiroldo, Brandi B.; Hastings, Theresa L. – Journal of Autism and Developmental Disorders, 1998
An evaluation was made of the empirical validity of the Diagnostic Assessment for the Severely Handicapped-II (DASH-II) with 51 individuals with severe/profound mental retardation, some of whom were also diagnosed with autism, and controls. The Autism/Pervasive Developmental Disorder subscale of the DASH-II was internally consistent and just as…
Descriptors: Adults, Children, Classification, Clinical Diagnosis
Peer reviewedFox, Robert A.; Wade, Erin J. – Research in Developmental Disabilities, 1998
A study investigated the incidence of attention deficit hyperactivity disorder in 86 adults with severe mental retardation. Using the Diagnostic and Statistical Manual of Mental Disorders, 15% of the sample met the diagnostic criteria. This measure was not influenced by chronological age, adaptive age, IQ, or gender. (Author/CR)
Descriptors: Adults, Attention Deficit Disorders, Clinical Diagnosis, Disability Identification
Peer reviewedYoung, Alys; Andrews, Elizabeth – Journal of Deaf Studies and Deaf Education, 2001
A review of the literature reporting effects on parents of universal neonatal hearing screening (UNHS) focuses on debates surrounding false positive identification, the evidence base for maternal/parental anxiety, consent, and family cultural/sociodemographic influences on the effective implementation of the UNHS programs, especially the pilot…
Descriptors: Auditory Tests, Disability Identification, Family Attitudes, Family Influence
Peer reviewedFlint, Lori J. – TEACHING Exceptional Children, 2001
This article presents examples of gifted children who have attention deficit hyperactivity disorder (ADHD) and discusses the difficulties in identifying these students. Characteristics of gifted students who have ADHD are listed, the link between creativity and ADHD is examined, and strategies for parents and educators are provided. (Contains…
Descriptors: Ability Identification, Attention Deficit Disorders, Disability Identification, Elementary Secondary Education
Peer reviewedRescorla, Leslie; Alley, Amie – Journal of Speech, Language, and Hearing Research, 2001
Two studies are reported demonstrating the reliability, validity, and clinical utility of the Language Development Survey (LDS) as a screening tool for the identification of expressive language delay in toddlers. The LDS test-retest reliability was .97. The LDS also correlated highly with other measures and the LDS identified at-risk group scored…
Descriptors: Delayed Speech, Disability Identification, Expressive Language, Language Acquisition
Peer reviewedUkrainetz, Teresa A.; Duncan, Deborah S. – Language, Speech, and Hearing Services in Schools, 2000
This article discusses the Peabody Picture Vocabulary Test-III (PPVT-III) and data that indicate children from 4 to 10 years of age are scoring, on average, 10 standard score points higher on the PPVT-III than on the PPVT-Revised. Clinical implications, including the identification of fewer children with the PPVT-III, are explored. (Contains…
Descriptors: Children, Diagnostic Tests, Disability Identification, Elementary Secondary Education
Smythe, Ian – MCT, 2001
Presents three case studies that highlight the complexity of diagnosing dyslexia in multilingual learners, defining dyslexia, presenting a framework for testing, and describing the need for testing in languages other than English. Highlights how the framework could be used with the three cases. Concludes with implications for research and…
Descriptors: Diagnostic Tests, Disability Identification, Diversity (Student), Dyslexia
Peer reviewedFrancis, David J.; And Others – Language, Speech, and Hearing Services in Schools, 1996
This article considers issues concerning the use of IQ tests for identifying children with learning and/or language disabilities and concludes that the historically prominent role of IQ tests for identification of these children is conceptually and psychometrically unwarranted. (DB)
Descriptors: Disability Identification, Educational Diagnosis, Elementary Secondary Education, Eligibility
Peer reviewedWright, S. F.; And Others – Journal of Research in Reading, 1996
Compares the development of reading and spelling in a group of dyslexics and nondyslexics over a 5-year period (from ages 8 to 13 years). Notes that three distinct groups emerged: stable (identified at both ages), transient (identified at the younger age), and late emerging dyslexics (classified at age 13). Finds that dyslexic students do not…
Descriptors: Disability Identification, Dyslexia, Elementary Education, Junior High Schools
Peer reviewedOrmsbee, Christine K. – Intervention in School and Clinic, 2001
This article discusses effective preassessment team procedures for identifying students with special needs, including collecting comprehensive information about the student, documenting the student's problems, developing specific and detailed intervention plans, identifying support personnel to help implement the intervention plan, and…
Descriptors: Academic Accommodations (Disabilities), Data Collection, Disabilities, Disability Identification
Peer reviewedScheffel, Debora L.; Ingrisano, Dennis R-S – Infant-Toddler Intervention: The Transdisciplinary Journal, 2000
The nature of linguistic emphasis was studied from audio recordings of 29 mother-child dyads. Nineteen dyads involved mothers interacting with their 4-year-olds who evidenced language impairments. Approximately 84 percent of children evidencing language impairments could be so classified based on the acoustic variables associated with maternal use…
Descriptors: Disability Identification, Interpersonal Communication, Intonation, Language Impairments
Peer reviewedYellin, M. Wende; Culbertson, William R.; Tanner, Dennis C.; Adams, Tracy – Infant-Toddler Intervention: The Transdisciplinary Journal, 2000
A study explored gender differences in neonatal transient evoked otoacoustic emissions (TEOAEs) by comparing the reproducibility and amplitude of TEOAEs in 392 female and 435 male newborns. Results indicate female newborns had significantly higher response reproducibility and response amplitude. (Contains references.) (CR)
Descriptors: Auditory Evaluation, Clinical Diagnosis, Disability Identification, Early Identification
Peer reviewedBaroff, George S. – Mental Retardation, 1999
This article discusses using the term "general learning disorder" instead of "mental retardation." It addresses the offensiveness of the current label, discusses ingredients needed in a more appropriate diagnostic term, and offers a proposed grouping of developmental disabilities based on cognitive ability, language ability, physical ability, and…
Descriptors: Adults, Children, Classification, Clinical Diagnosis
Peer reviewedFilipek, Pauline A.; Accardo, Pasquale J.; Baranek, Grace T.; Cook, Edwin H., Jr.; Dawson, Geraldine; Gordon, Barry; Gravel, Judith S.; Johnson, Chris P.; Kallen, Ronald J.; Levy, Susan E.; Minshew, Nancy J.; Prizant, Barry M.; Rapin, Isabelle; Rogers, Sally J.; Stone, Wendy L.; Teplin, Stuart; Tuchman, Roberto F.; Volkmar, Fred R. – Journal of Autism and Developmental Disorders, 1999
This paper presents detailed recommendations for diagnosis of autism established by a multidisciplinary panel of the Child Neurology Society and the American Academy of Neurology. The paper offers dual-level (general development and specific symptoms) guidelines for diagnosis of autistic disorder, Asperger disorder, childhood disintegrative…
Descriptors: Autism, Clinical Diagnosis, Disability Identification, Early Identification
Peer reviewedGlassberg, Leslie A.; Hooper, Stephen R.; Mattison, Richard E. – Behavioral Disorders, 1999
The prevalence of learning disabilities (LD) was studied in 233 students (ages 6-16) newly identified with behavioral disorders. Overall, 53.2 percent met at least one LD definition, ranging from 15.9 percent for low achievement to 42.9 percent for regression. Almost one-quarter showed overlapping between low achievement and discrepancy…
Descriptors: Behavior Disorders, Disability Identification, Elementary Secondary Education, Incidence
