Determined if Wechsler Intelligence Scale for Children-Revised subtest patterns would differentiate the performance of emotionally disturbed and learning-disabled children. Subtests differentiated significantly between diagnostic categories. Learning-disabled children performed predictively poorer on block design, picture arrangement, and object…

Compared the WISC-R Verbal-Performance IQ discrepancies of learning-disabled children and of the normative sample. It was concluded that without clinical evidence to suggest otherwise, it cannot be assumed automatically that a child's discrepancy score, unless of extreme magnitude, is related to the learning disability itself. (Author)

Subjects were 30 boys aged 9-12 with learning disabilities. Lower socioeconomic status (LSES) learning-disabled boys scored lower than the normal population on both verbal and performance scales of the WISC while upper-middle socioeconomic status (USES) boys scored lower only on verbal tests. USES boys scored higher than LSES boys in Performance…

Indices of scatter on the WISC-R and McCarthy Scales were examined for 20 educable mentally retarded and 20 learning disabled children in relation to 20 matched controls and to standardization samples. Exceptional children exhibited more subtest scatter and variability than the standardization sample but not more than the control group. (Author/RD)

WISC-III IQs and subtest scaled scores of 440 students with specific learning disabilities were examined for gender differences. Boys exhibited statistically higher Full Scale, Verbal, and Performance IQs than did girls, as well as higher scores on six of seven subtests. Girls outperformed boys only on the Coding subtest. (Author/CR)

Though some unexpected sex differences were discovered, the two diagnostic categories were not found to be psychometrically distinct. Further, the results of a longitudinal analysis suggested that, while IQ scores remained relatively stable over time within a subset of the original sample, achievement scores definitely declined. (Author)

Analyzed WISC-R profiles along a three-factor approach for purposes of differential diagnosis. Profiles of 278 school-verified learning disabled children were compared to those of Educable Mentally Impaired (N=141), Emotionally Impaired (N=67), Otherwise Impaired (N=61), and Nonimpaired (N=294). Resulting data was not useful in differential…

Assesses the relationship of Wide Range Assessment of Memory and Learning scores to Wechsler Intelligence Scale for Children II and Woodcock-Johnson-Revised results in three groups: (1) learning disabled children with reading difficulties; (2) attention deficit hyperactivity disorder children; and (3) nonhandicapped referred children. Total sample…

This study investigated the relationship between measured intelligence and discrepancies existing between actual achievement levels and projected achievement levels in mildly handicapped resource room students in Arkansas. Twenty-seven students had been identified as learning disabled and 19 as mildly mentally retarded. Subjects each received…