Literaturnachweis - Detailanzeige
| Autor/inn/en | Stirk, Steven; Field, Bryony; Black, Jessica |
|---|---|
| Titel | An Independent Investigation of the Utility of the Learning Disability Screening Questionnaire (LDSQ) within a Community Learning Disability Team |
| Quelle | In: Journal of Applied Research in Intellectual Disabilities, 31 (2018) 2, (6 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-2322 |
| DOI | 10.1111/jar.12316 |
| Schlagwörter | Learning Disabilities; Questionnaires; Screening Tests; Diagnostic Tests; Test Reliability; Test Validity; Adults; Intelligence Tests; Student Behavior; Data Analysis; Archives; Intelligence Quotient; Wechsler Adult Intelligence Scale; Adaptive Behavior Scale |
| Abstract | Background: The Learning Disability Screening Questionnaire (LDSQ) has been shown to have high sensitivity and specificity to identify those who are likely to meet intellectual disability diagnostic criteria (McKenzie, et al. [McKenzie K., 2015]). However, there is no independent research to date to support these findings. Materials and Methods: An archival research design was used, utilizing data from diagnostic tools including the LDSQ, Wechsler Adult Intelligence assessments and Adaptive Behavior Assessment System Second Edition (ABAS-II) scores. Results: Sensitivity and specificity values derived here were lower than those reported by (McKenzie, et al. [McKenzie K., 2015]). Only IQ, not adaptive/social functioning, was found to be an accurate predictor of the LDSQ score. Conclusions: Results indicate limited validity in using (McKenzie, et al. [McKenzie K., 2015]) proposed cut-off scores. The authors have expressed caution around using the LDSQ in isolation to identify those with an intellectual disability. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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