Background and Aims: A literature review of both Eastern and Western literature regarding families of children with autism spectrum disorder (ASD) revealed limited empirical research that examines ASD in China. Furthermore, most research in this area comes from a deficit model and there is a lack of research that comes from a strengths background.…

This paper includes a nontechnical description of methods for calculating effect sizes in intellectual and developmental disability studies. Different hypothetical studies are used to illustrate how null hypothesis significance testing (NHST) and effect size findings can result in quite different outcomes and therefore conflicting results. Whereas…

The purpose of this study was to examine the dimensionality of the "Contact With Disabled Persons Scale" (CDP). An exploratory factor analysis of the CDP yielded three factors: General Interpersonal Contacts, Positive Contact Experiences, and Negative Contact Experiences. A confirmatory factor analysis provided further evidence for the stability…

This study examined differences between Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and Wechsler Intelligence Scale for Children-Revised (WISC-R) scores for 40 elementary students with learning disabilities. WISC-III Full Scale, Verbal, and Performance scores were lower than comparable WISC-R scores by one-third to one-half a…

This comparison of regression discrepancy model results for learning disability identification used published IQ-achievement and reliability coefficients and generic, mean values. Use of mean IQ-achievement values resulted in higher discrepancy rates for a clinical sample. Use of both mean IQ-achievement and reliability values resulted in higher…

This study of 60 special education children found that Wechsler Intelligence Scale for Children-III (WISC-III) scores correlated significantly and positively with the Wide Range Achievement Test-3 (WRAT-3). Correlations between the two tests were much higher than those reported in test manuals. Mean WISC-III scores were consistently higher than…

This study, involving 64 students with specific learning disabilities, found positive correlations between the Wechsler Intelligence Scale for Children-III (WISC-III) and the Arithmetic subtest of the Wide Range Achievement Test-Revised (WRAT-R), the KeyMath-Revised, and the Peabody Picture Vocabulary Test-Revised, but not between the WISC-III and…

This study examined the performance of 48 students (mean age 10 years, 6 months) referred for evaluation of learning disabilities with the Wechsler Individual Achievement Test (WIAT) and the Woodcock-Johnson Psychoeducational Battery-Revised Tests of Achievement (WJ-R). The student sample consisted of 33 males and 15 females, all attended schools…

Discussion of the relationship between child maltreatment and child disability identifies three categories: (1) maltreatment causes many disabilities; (2) children with disabilities are more vulnerable to maltreatment; and (3) other primary causal factors increase risk for both violence and disability. Maltreatment is also seen as impeding student…

Assessment of 497 urban preschool children with developmental disabilities using the Vineland Adaptive Behavior Scales indicated a strong positive relationship between adaptive behavior and intelligence if measured globally. When Vineland domains were assessed separately, this relationship varied across domains and disability groups. With…

Comparison of Wechsler Intelligence Scale for Children (WISC)-Revised and WISC III IQs for 64 students with specific learning disabilities and 55 students with mental retardation (MR) found that correlations were lower than those reported in the WISC-III manual. Only Performance IQs for students with MR matched the correlations reported in the…

This study investigated the correlation between self-concept and reading achievement level in 20 reading-disabled students (mean age 10.3 years, mean grade level 4.75), having average intelligence. Self-concept was assessed using the Piers-Harris Children's Self-Concept Scale and reading achievement level by the Tennessee Comprehensive Assessment…

This study compared the object naming, object recognition, reading, and spelling abilities of 22 adults, half with written language difficulties and half without. Significant positive relationships were obtained between object naming ability and reading ability, object naming and spelling, and reading and spelling performance. Results suggest that…

Relations among instruments used in community mental-health services for people with developmental disabilities were explored with 284 individuals. Correlation coefficients were evaluated for statistical significance and effect size for subtests of the Reiss Screen for Maladaptive Behavior, the Aberrant Behavior Checklist, and the Adaptive…

This study investigates the validity of the Stanford Binet Intelligence Scale-Fourth Edition (S-B:4) for use with students with learning disabilities. It compares the performance of 18 elementary-age students on the S-B:4 and the Kaufman Assessment Battery for Children (K-ABC). The subjects were identified by their school as having learning…