How Achievement Error Patterns of Students with Mild Intellectual Disability Differ from Low IQ and Low Achievement Students without Diagnoses

Autor/inn/en	Root, Melissa M.; Marchis, Lavinia; White, Erica; Courville, Troy; Choi, Dowon; Bray, Melissa A.; Pan, Xingyu; Wayte, Jessica
Titel	How Achievement Error Patterns of Students with Mild Intellectual Disability Differ from Low IQ and Low Achievement Students without Diagnoses
Quelle	In: Journal of Psychoeducational Assessment, 35 (2017) 1-2, S.94-110 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282916669208
Schlagwörter	Scores; Achievement Tests; Mild Intellectual Disability; Low Achievement; Error Patterns; Control Groups; Comparative Analysis; Reading Achievement; Writing Achievement; Mathematics Achievement; Elementary Secondary Education; Individual Characteristics; Statistical Analysis; Reading Skills; Writing Skills; Mathematics Skills; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Unterdurchschnittliche Leistung; Fehlertyp; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Statistische Analyse; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Mathematics ability; Schulleistung
Abstract	This study investigated the differences in error factor scores on the Kaufman Test of Educational Achievement-Third Edition between individuals with mild intellectual disabilities (Mild IDs), those with low achievement scores but average intelligence, and those with low intelligence but without a Mild ID diagnosis. The two control groups were matched with the Mild ID clinical cases on demographic variables including age, gender, and parental education. Results showed significant differences between the groups on several error factors, particularly between the Mild ID group and the two control groups, and no significant differences between all three groups on six error factors. In addition, the two control groups differed significantly on four error factors. Implications for intervention selection, diagnostic considerations, and future directions for achievement test creation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01