Neuropsychological test scores in children with and without learning disabilities

Author

• Gerard E. Spiegler

Date of Award

2001

Degree Name

Psychology

College

College of Liberal Arts

Type of Degree

M.A.

Document Type

Thesis

First Advisor

Del Lawhon

Second Advisor

Stephen O'Keefe

Third Advisor

Robert Wilson

Abstract

Fifty-six elementary and secondary school students between the ages of 9 years and 16 years were individually administered the Wechsler Intelligence Scale for Children - Third Edition (WISC-III) and the Reading and Mathematics Composite sub scales of the Wechsler Individual Achievement Test (WIAT). Based on a criterion of at least 1.75 standard deviations difference between the highest WISC-III Index score and the lowest WIAT composite score, 27 subjects were assigned to a Learning Disability (LO) group and 29 subjects to a Not LO group (NLD). All even numbered subjects were subsequently administered the same battery of 9 neuropsychological tests in forward order and all odd numbered subjects in reverse order to control for order effects.

A model comprised of Aptitude Achievement Difference (the value obtained by subtracting the lowest WIAT score from the highest WISC-III Index score), the Stroop Color and Word Test-Word trial, the Grooved Pegboard Test-dominant hand trial, and the Benton Visual Retention Test-Correct score accurately identified 94.6 percent of study participants by group in a discriminant analysis. Linear regression analysis based on this model, after adjustment for collinearity, accounted for 69.8 percent of variability in group assignment, p=0.0001. Aptitude Achievement Difference was the best single-predictor model accounting for 53.5 percent of variability in group assignment. A regression model using Stroop Word, Grooved Pegboard, and Benton Visual-Correct accounted for 28. l percent of variability in group assignment, demonstrating the statistically robust contribution of Aptitude Achievement Difference. Factor analysis identified Visual Motor Fluency and Recall factors which matched the different performance characteristics of each group.

Subject(s)

Neuropsychological tests for children.

Learning disabilities -- Diagnosis.

Learning disabled -- Testing.

Wechsler Intelligence Scale for Children.

Wechsler Individual Achievement Test.

Recommended Citation

Spiegler, Gerard E., "Neuropsychological test scores in children with and without learning disabilities" (2001). Theses, Dissertations and Capstones. 2139.
https://mds.marshall.edu/etd/2139