Abstract

This study examined four major assessment profiles associated with learning disabled (LD) students and adults: the discrepancy between Verbal and Performance Intelligence Quotient (lQ), with Performance greater than Verbal, the Bannatyne pattern, and the ACID profile, and a profile suggested by Ozols and Rourke (1988). The validity of these profiles was examined by using more reliable diagnostic criteria to avoid the methodological flaws present in other LD profile studies. Subjects were 120 children and adults defined as having an Academic Skills Disorder according to the Diagnostic and Statistical Manual for Mental Disorders-Revised (American Psychiatric ;Association, 1987) criteria. The subjects' performances on the Wechsler Intelligence Scale for Children-Revised (WISC-R; Wechsler, 1974), the Wechsler Adult Intelligence Scale-Revised (WAIS-R; Wechsler, 1981) were analyzed in order to determine the profiles' validity as characteristics of LD subjects. It was found that the three groups showed a significant overall difference with regards to the ACID profile (p < .05). However, there was no significant difference between any two groups (p > .05). The Bannatyne pattern was partially supported by the data; the conceptual factor score was found to be significantly larger than the sequential factor score. No other profiles were supported by this study. These results implicate that the profiles may not be representative of the LD population.

Disciplines

Psychology

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Psychology Commons

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