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Combining RTI and Psychoeducational Assessment: What We Must Assume to Do Otherwise
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Wodrich, David L.; Spencer, Marsha L. S.; Daley, Kelly B. – Psychology in the Schools, 2006
The Individuals With Disabilities Education Improvement Act of 2004 (IDEA; 2004) permitted lack of students' response to intervention (RTI) to be considered as a basis for documenting specific learning disabilities (SLD). The previous method of detecting SLD, which relied on IQ and achievement testing, consequently is no longer mandatory.…
Descriptors: Testing, Intelligence Quotient, Psychoeducational Methods, Learning Disabilities
Cluster Score Performance of Learning Disabled Students on the Woodcock-Johnson Psycho-Educational Battery.
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Walsh, Patricia C.; And Others – Psychology in the Schools, 1989
Examined ability of Woodcock-Johnson Psycho-Educational Battery (WJPEB) to identify learning-disabled (LD) students. Administered WJPEB to 71 previously identified LD students and evaluated cluster score performance. Used three methods of obtaining discrepancies; slightly more than one-half of LD students were identified. Memory deficits were…
Descriptors: Educational Diagnosis, Elementary Education, Learning Disabilities, Psychoeducational Methods
Factor Structure of Psychoeducational and Neuropsychological Measures of Learning-Disabled Children.
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Chittooran, Mary Mathai; And Others – Psychology in the Schools, 1993
Administered Wechsler Intelligence Scale for Children-Revised, Halstead-Reitan Neuropsychological Battery, Peabody Picture Vocabulary Test, and Wide Range Achievement Test to 934 learning-disabled students between ages 8 and 16. Principal-components analysis with varimax rotation indicated existence of seven factors: Verbal Reasoning, Academic…
Descriptors: Adolescents, Children, Evaluation Methods, Factor Structure
Curriculum-Based Measures of Written Expression for Learning-Disabled and Nondisabled Students.
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Watkinson, Jodi T.; Lee, Steven W. – Psychology in the Schools, 1992
Examined differences in written expression between learning-disabled and nondisabled middle school students matched by grade and sex, using eight curriculum-based measures. All of learning-disabled students had been identified as having written language deficits. Nondisabled students showed superior written expression skills, especially on…
Descriptors: Elementary School Students, Intermediate Grades, Junior High Schools, Learning Disabilities
The Criterion-Related Validity of Psychoeducational Tests for Actual Reading Ability of Learning Disabled Students.
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Webster, Raymond E. – Psychology in the Schools, 1985
Examined the criterion-related validity of a battery of six educational diagnostic and achievement tests for actual reading level of a group of 155 learning disabled students enrolled in grades four to seven and a subgroup of 46 learning disabled students enrolled in grades five and six. (NRB)
Descriptors: Diagnostic Tests, Educational Diagnosis, Intermediate Grades, Junior High Schools
An Operational Definition of Learning Disabilities (Cognitive Domain) Using WISC Full Scale IQ and Peabody Individual Achievement Test Scores
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Brenton, Beatrice White; Gilmore, Doug – Psychology in the Schools, 1976
An operational index of discrepancy to assist in identifying learning disabilities was derived using the Full Scale IQ, Wechsler Intelligence Scale for Children, and relevant subtest scores on the Peabody Individual Achievement Test. Considerable caution should be exercised when classifying children, especially females, as learning disabled.…
Descriptors: Achievement Tests, Comparative Analysis, Diagnostic Tests, Educational Diagnosis
Use of the WISC-R with a Learning Disabled Population: Some Diagnostic Implications
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Anderson, Marilyn; And Others – Psychology in the Schools, 1976
A group of 41 learning disabled children were tested on the WISC-R. Two main questions were explored: (a) Do WISC-R tests assess "g" for learning disabled children to the same degree that they do for normal children? (b) Is there significantly more scatter among the tests for learning disabled than for normal youngsters? (Author)
Descriptors: Children, Comparative Analysis, Educational Assessment, Educational Diagnosis