The Impact of the Flynn Effect on LD Diagnoses in Special Education

Autor/inn/en	Kanaya, Tomoe; Ceci, Stephen
Titel	The Impact of the Flynn Effect on LD Diagnoses in Special Education
Quelle	In: Journal of Learning Disabilities, 45 (2012) 4, S.319-326 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219410392044
Schlagwörter	Intelligence; Learning Disabilities; Intelligence Tests; Intelligence Quotient; Test Norms; Statistical Data; Probability; Educational Policy; Special Education; Educational Diagnosis; Longitudinal Studies; Regression (Statistics); Pretests Posttests; Research Problems; Effect Size; Statistical Significance; United States; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Learning handicap; Lernbehinderung; Intelligence test; Intelligenztest; Intelligenzquotient; Testnorm; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Politics of education; Bildungspolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; Pedagogical diagnostics; Pädagogische Diagnostik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; Forschungskritik; USA
Abstract	Because of the Flynn effect, IQ scores rise as a test norm ages but drop on the introduction of a newly revised test norm. The purpose of the current study was to determine the impact of the Flynn effect on learning disability (LD) diagnoses, the most prevalent special education diagnosis in the United States. Using a longitudinal sample of 875 school children who were initially diagnosed with LD on the "Wechsler Intelligence Scale for Children-Revised" (WISC-R), children experienced a significant decline in IQ when retested on the third edition of the WISC (WISC-III) compared to peers who were tested on the WISC-R twice. Furthermore, results from logistic regression analyses revealed that the probability of a rediagnosis of LD on reevaluation significantly decreased, in part, because of this decline on the WISC-III. These results are discussed in terms of their implications for both basic research and educational policy. (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10