An Individualized Method for Assessing the "Learning Disabled" Child.

Autor/inn/en	Webster, Raymond E.; und weitere
Titel	An Individualized Method for Assessing the "Learning Disabled" Child.
Quelle	(1977), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Achievement Tests; Diagnostic Tests; Educational Diagnosis; Elementary Secondary Education; Emotional Disturbances; Intelligence Tests; Learning Disabilities; Mild Mental Retardation; Physical Disabilities; Predictive Measurement; Predictor Variables; Test Validity + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Diagnostic test; Diagnostischer Test; Pedagogical diagnostics; Pädagogische Diagnostik; Gefühlsstörung; Intelligence test; Intelligenztest; Learning handicap; Lernbehinderung; Physical handicap; Körperbehinderung; Prädiktor; Testvalidität
Abstract	The diagnosis of children as learning disabled (LD) has become an increasingly popular diagnostic rubric, but the operational definition of "learning disabled" remains a vague, ill-defined construct which is based upon diagnosis by exclusion of other obvious causes. Diagnostic test results and cultural and familial information taken from case files of children who had been diagnosed as either LD, educable mentally handicapped, emotionally disturbed, or physically handicapped were examined relative to their discriminative efficacy in differentiating between the four diagnostic groups. A total of 1,596 children between the ages of 6 and 17 years, with close to average intelligence, were used in this study. Discriminant functions analyses were performed on 52 variables; these analyses consistently failed to discriminate LD children from the other three groups. A transpose factor analysis was performed on groups by chronological age, in intervals of three years. Finally, ANOVA's were performed on 17 variables. It was impossible to discriminate between the four diagnostic groups by any of these methods. A more appropriate diagnostic model which accounts for the child's unique processing (organizing, storing, rehearsing and retrieving) of information relative to his content base and ability to perform a corresponding behavior is proposed. (Author/CTM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01