The study compared patterns of performance on the Woodcock-Johnson Psycho-Educational Battery of 36 college freshmen with learning disabilities (LD) and 36 control students. LD students performed lower than non-disabled students in 15 of the 17 clusters of the battery. (Author/DB)

Objective/Method: The Conner's Continuous Performance Test (CPT) was administered to four groups of adult college students who self-referred for comprehensive psychoeducational evaluation and received either no diagnosis (n = 30) or a diagnosis of ADHD (n = 26), a psychiatric disorder (n = 17), or various cognitive deficits (n = 22). Results: The…

The Woodcock-Johnson Psycho-Educational Battery was administered to 41 learning disabled college students. A modified subtest profile was used to facilitate the examination of the pattern of subtest scores for the Cognitive Factor Cluster Scores. Results suggest examiners should carefully inspect subtest scores and not rely on cluster scores to…

This study examined the use of psychoeducational evaluations by surveying 91 service providers to college students with learning disabilities. Findings indicated that data from psychoeducational evaluations serve as the primary basis for both eligibility and specific accommodation determinations. Respondents reported the most useful information…

This paper aims to help service providers more accurately identify specific areas of need and effective accommodations for postsecondary students with learning disabilities, through interpretation of previously prepared diagnostic reports combined with informal interview and assessment techniques. The paper discusses the factors to consider in…

The emerging population of learning disabled college students is presenting a new challenge to college professionals: admission officers, counselors, financial aid personnel, academic advisors, and professors. Learning disablities interfere with the ability to perceive, process, sort, store, or retrieve information regardless of level of…