Are There Cognitive Profiles Unique to Students with Learning Disabilities? A Latent Profile Analysis of Wechsler Intelligence Scale for Children--Fourth Edition Scores

Autor/inn/en	Watkins, Marley W.; Canivez, Gary L.
Titel	Are There Cognitive Profiles Unique to Students with Learning Disabilities? A Latent Profile Analysis of Wechsler Intelligence Scale for Children--Fourth Edition Scores
Quelle	In: School Psychology Review, 51 (2022) 5, S.634-646 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watkins, Marley W.) ORCID (Canivez, Gary L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1919923
Schlagwörter	Learning Disabilities; Children; Control Groups; Cognitive Processes; Student Characteristics; Profiles; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Charakterisierung; Profilanalyse
Abstract	It is often assumed that children with learning disabilities (LD) exhibit unique profiles of ability scores that reflect idiosyncratic cognitive strengths and weaknesses. Interpretation of cognitive ability profiles initially focused on visual inspection of subtest scores followed by statistical comparisons to identify significant cognitive strengths and weaknesses. However, subsequent research demonstrated that these subtest profiles lacked sufficient reliability, validity, and diagnostic utility. Profile research typically utilized variable-centered methods, but person-centered methods might be more appropriate. The present study utilized latent profile analysis (LPA), a person-centered method that is model-based and flexible, with 1,830 school-identified students with LD and 2,200 simulated normative participants. Four broad ability score profiles distinguished by level rather than shape emerged. Thus, this latent mixture model analysis found no mixture of subpopulations, suggesting that WISC-IV score variation was due to underlying continuous latent factors rather than a typology unique to LD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01