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1.
Michael J. Furlong 《Psychology in the schools》1988,25(2):132-143
An important part of the PL 94–142 learning disability (LD) definition is the requirement that a child manifest a discrepancy between ability and achievement to be eligible for special education services. Because the language used in PL 94–142 is generic, it has been left to each state to determine how this discrepancy criterion is to be implemented. Subsequently, numerous discrepancy formulas have been proposed, and many of them have been rejected as statistically unsound. In response to this professional paralysis, and faced with continued increasing LD enrollment, the California State Legislature took matters into its own hands and passed legislation mandating the use of the simple difference score distribution model as part of the state LD eligibility criteria. This study examines the implementation of this procedure in six California school districts. The results revealed that the IEP teams' placement decisions were influenced by the students' discrepancy scores, but that prereferral status (initial evaluation vs. reevaluation) was a better predictor of postevaluation special education status. Shortcomings of this discrepancy procedure and implications for the IEP team decisionmaking process are discussed. 相似文献
2.
The purpose of this study was to investigate whether (a) states have altered their definitions and/or eligibility criteria for learning disabilities (LD) since the last review; (b) states have specified-IQ cutoffs below which a child would not be eligible for LD services; (c) the types of methods states use to quantify an ability/achievement discrepancy vary; and (d) an increase in the number of children identified as LD is related to the method or criterion used to quantify an ability/achievement discrepancy. States' guidelines and/or information obtained from state directors of special education were analyzed for all states and the District of Columbia. Results of the review revealed that 40% of states had revised their guidelines between 1988 and 1990; 76% of the states specified a method for determining an ability/achievement discrepancy and the method recommended most frequently was the standard score comparison method. No significant differences were obtained between type of discrepancy method employed by a state and its yearly increase in LD. However, a significant relationship existed between magnitude of a state's ability/achievement criterion and its yearly increase in LD from 1987-88 to 1988-89. The review also revealed an increase in the number of states that specified an IQ cutoff below which a student would not qualify for LD services. 相似文献
3.
Ronald P. Colarusso Marie C. Keel Harry L. Dangel 《Learning disabilities research & practice》2001,16(1):1-7
The purpose of this study was to determine if the application of a regression equation to a standard score formula or the use of two different low‐achievement cut‐off criteria would equalize the proportion of white to African‐American students made eligible for learning disabilities and to determine the possible effects of other aspects of the eligibility process. The authors reviewed 6,036 LD eligibility reports from 137 school systems that represent 88% of the Georgia student population. The results indicate that the regression equation and the two low‐achievement cut‐off criteria significantly increase the number of both white and African‐American students who would be eligible for LD when compared to the standard score formula only. However, none of these alternative criteria was successful in equalizing the proportion of white to African‐American students. The authors examine the issues of disproportionate referral of students, the use of IQ‐achievement discrepancy criteria, and the question of how students with low IQs will be served. 相似文献
4.
Studies of special education students consistently indicate a preponderance of males in classrooms for the learning disabled (LD). To determine whether the overrepresentation of males and underrepresentation of females constitutes sexual discrimination, an objective index involving the discrepancy between expected and actual achievement was calculated for each student. Factors such as intelligence, socioeconomic status, and reason for referral also were investigated to help explain the large disparity of boys to girls diagnosed and placed as LD. Data were collected on 235 LD students and 290 students referred for special education who were declared not impaired (NI). No evidence was found to indicate that group membership in a sexual class was related to diagnostic and placement practices. Approximately one half of the students labeled as LD did not show a reliable discrepancy between expected and actual achievement. 相似文献
5.
Karen A. Payette Harvey F. Clarizio S. E. Phillips Deborah E. Bennett 《Psychology in the schools》1995,32(2):93-102
Concern over the growing number of students identified as learning disabled has led school districts to examine the criteria for determination and the means by which they are operationalized. Two frequently used methods for determining a severe discrepancy between ability and achievement, a key criterion in LD determination, were applied to a sample of 344 students to determine how a change in method might influence the rates and characteristics of students meeting this criterion. The results indicate an increase in numbers when a regression method is used over a simple difference score method. When the change proposed included moving to a more severe cutoff score, the pattern reversed and a 20% decrease was observed. Although IQ correlated with the discrepancies when the simple difference score method was used, no correlation was observed when regression was employed, indicating that regression may be a more equitable method for calculating severe discrepancies. Neither method resulted in disproportionate racial representation among those meeting the severe discrepancy criterion. 相似文献
6.
Substance use, substance abuse, and LD among adolescents with a childhood history of ADHD 总被引：5，自引：0，他引：5
A clinic-referred sample of 109 children with attention-deficit/hyperactivity disorder (ADHD) was followed into adolescence for the ascertainment of alcohol and other drug use and abuse. Learning disability (reading or math) in childhood was examined as a predictor of adolescent substance use and substance use disorder for alcohol and marijuana. No statistically significant group differences for children with LD versus those without LD emerged even after using different methods to compute LD. IQ/achievement discrepancy scores were similarly not predictive of later use or abuse. However, children with ADHD who had higher IQs and higher levels of academic achievement in childhood were more likely to try cigarettes, to smoke daily, and to have their first drink of alcohol or first cigarette at an early age. Children with ADHD who had higher reading achievement scores were less likely to have later alcohol use disorder. Although these findings are necessarily preliminary, due to the small number of children interviewed, the pattern of results suggests that level of cognitive functioning--rather than discrepancy between IQ and achievement--is important for the prediction of later substance use and abuse, at least in this clinic-referred sample of children with ADHD. Further, different mechanisms of risk related to cognitive functioning may be operating for experimentation with legal drugs such as alcohol and tobacco, regular cigarette smoking, and problematic alcohol use. 相似文献
7.
This paper examines the limitations of standard scores of achievement tests commonly used in diagnosing learning disabilities. The consideration of these limitations is an important factor in attempting to decide whether a marked discrepancy exists between ability and achievemen, a requirement for the diagnosis of learning disabilities under Public Law 94–142. The phrase “standard score scale” is ambiguous because it can refer to both status score scales and developmental score scales. Unfortunately, many school psychologists seem unaware of the distinction between these two types of standard scores and the ramifications of this distinction. Many standardized achievement tests commonly used in the assessment of learning disabilities use status standard scores despite their severe limitations (noncomparability across grade levels and subjects, and failure to reflect changes in variability across grade levels). While developmental standard scores are to be preferred over status standard scores in diagnosing learning disabled children, their value is significantly lowered because they require greater growth for below-average students than for average or above-average students. Moreover, developmental scores are nonequal interval and they assume that subject matter is normally distributed within age or grade groups. Although we recommend the use of developmental standard scores over status standard scores, we urge that they be interpreted cautiously. 相似文献
8.
Socioeconomic status and gender are important demographic variables that strongly relate to academic achievement. This study examined the early literacy skills differences between 4 sociodemographic groups, namely, boys ineligible for free or reduced-price lunch (FRL), girls ineligible for FRL, boys eligible for FRL, and girls eligible for FRL. Data on kindergarteners (N = 462) were analysed using multiple-group confirmatory factory analysis. Early literacy skill differences between boys and girls are more nuanced than previously reported; subsidy status and gender interact. Both boys and girls from high-poverty households performed significantly lower than the girls from low-poverty households in alphabet knowledge, phonological awareness, and spelling. There were gender gaps, with a female advantage, among children from high-poverty households in alphabet knowledge and spelling and among children from low-poverty households in alphabet knowledge. These results highlight the importance of employing methodologically sound techniques to ascertain group differences in componential early literacy skills. 相似文献
9.
The test scores of 153 referred students who received inconsistent placements according to California's discrepancy criterion, which does not take regression into account (standard score distribution procedure), were reanalyzed using a procedure that accounts for regression. Students involved in these MDT discretionary decisions were placed into one of three groups: ineligible (originally met discrepancy criterion, but not placed), resource class (originally did not meet discrepancy criterion, but placed in a less restrictive pull-out program), and special day class (originally did not meet discrepancy criterion, but placed in a more restrictive, essentially full-time special education class). All of these placements were inconsistent with the nonregressed ability-achievement discrepancy criterion the MDTs used at the time of the IEP meeting. To evaluate how many of these students could be considered to be underachieving when regression is considered, regressed discrepancy scores were computed using the students' scores on the WISC-R and one or more of the following achievement tests: WRAT, PIAT, and W-J. Regression “accounted” for a significant proportion of the inconsistent placements in all three groups: ineligible (25.0%), resource class (31.5%), and special day class (46.9%). Implications for professional practice and public policy are discussed. 相似文献
10.
This paper considers two major problems related to the Identification of learning disabilities with individually administered achievement tests: the appropriateness of standard versus developmental scores for determining severity of discrepancy and the limitations of existing developmental score scales. The paper also examines the characteristics of the developmental score scales of individualized achievement tests commonly used to evaluate learning disabilities. 相似文献
11.
Douglas Fuchs Devery Mock Paul L. Morgan Caresa L. Young 《Learning disabilities research & practice》2003,18(3):157-171
Longstanding concern about how learning disabilities (LD) are defined and identified, coupled with recent efforts in Washington, DC to eliminate IQ‐achievement discrepancy as an LD marker, have led to serious public discussion about alternative identification methods. The most popular of the alternatives is responsiveness‐to‐intervention (RTI), of which there are two basic versions: the “problem‐solving” model and the “standard‐protocol” approach. The authors describe both types, review empirical evidence bearing on their effectiveness and feasibility, and conclude that more needs to be understood before RTI may be viewed as a valid means of identifying students with LD. 相似文献
12.
为了解学习障碍（LD）儿童自尊与成就动机状况,通过问卷对LD儿童与普通儿童进行对比调查.结果表明,LD儿童的自尊与成就动机明显低于正常儿童,而且LD症状越严重,自尊与成就动机越低.同时,LD儿童自尊与成就动机呈正相关关系. 相似文献
13.
Academic Achievement and Social Functioning of Children With and Without Learning Difficulties 总被引：1，自引：0，他引：1
The academic achievement and social functioning of children with learning difficulties (LD) and children without LD (7–12 years old) was examined. Attainment scores in mathematics and English were obtained for each child, and a sample of children without LD was further classified as low achieving (LA) or high achieving (HA) on the basis of these scores. Sociometric and peer behavioural attribute scores were collected for each child. Findings indicated correlations of attainment with sociometric status and also with behaviour attributes. Boys and girls differed on the proportion of variance in sociometric status accounted for by academic achievement and also by various behavioural attributes. HA children scored higher on positive sociometric status than children with LD, and higher on positive behaviours than both LA children and children with LD. Children with LD scored higher on negative behaviours than both HA and LA children. The findings are discussed as indicating a relationship between academic achievement and social adjustment, suggesting that intervention strategies need to target social relationship difficulties in LA children as well as children with LD, while also accounting for possible gender differences. 相似文献
14.
This replication study examined whether 158 college students classified as learning disabled (LD) who were granted course substitutions for the foreign language (FL) requirement would display significant cognitive and academic achievement differences when grouped by levels of IQ-achievement and achievement-achievement discrepancy and by level of performance on an FL aptitude test (Modern Language Aptitude Test; MLAT), phonological/orthographic processing measures, and in FL courses. The results showed that there were few differences among groups with differing levels of IQ-achievement or achievement-achievement discrepancy (i.e., < 1.0 SD, 1.0-1.49 SD, and > 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA), or college FL GPA. The results also showed that between groups who scored at or above versus below the 15th percentile (i.e., < 1.0 SD) on the MLAT, there were no differences on measures of graduating GPA, college FL GPA, native language skill, ACT score, and Verbal IQ. Demographic findings showed that 44% of these petition students met a minimum IQ-achievement discrepancy criterion (> or = 1.0 SD) for classification as LD. These findings suggest that many traditional assumptions about LD and FL learning are likely to be false. 相似文献
15.
Ryan J. Kettler Michael C. Rodriguez Daniel M. Bolt Stephen N. Elliott Peter A. Beddow Alexander Kurz 《教育实用测度》2013,26(3):210-234
Federal policy on alternate assessment based on modified academic achievement standards (AA-MAS) inspired this research. Specifically, an experimental study was conducted to determine whether tests composed of modified items would have the same level of reliability as tests composed of original items, and whether these modified items helped reduce the performance gap between AA-MAS eligible and ineligible students. Three groups of eighth-grade students (N?=?755) defined by eligibility and disability status took original and modified versions of reading and mathematics tests. In a third condition, the students were provided limited reading support along with the modified items. Changes in reliability across groups and conditions for both the reading and mathematics tests were determined to be minimal. Mean item difficulties within the Rasch model were shown to decrease more for students who would be eligible for the AA-MAS than for non-eligible groups, revealing evidence of differential boost. Exploratory analyses indicated that shortening the question stem may be a highly effective modification, and that adding graphics to reading items may be a poor modification. 相似文献
16.
Although research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for university students with and without learning disabilities (LD). We developed and tested a model explaining interrelationships among self-regulatory variables and grade point average (GPA) using structural equation modeling and multiple group analysis for students with LD (n = 53) and without LD (n = 421). Data were gathered using a new instrument, the Learning Strategies and Study Skills survey. The results of this study indicate that students with LD differed significantly from students without LD in the relationships between their motivation for and use of standard self-regulated learning strategies and compensation strategies, which in turn provided a differential explanation of academic achievement for students with and without LD. These paths of influence and idiosyncrasies of academic self-regulation among students with LD were interpreted in terms of social cognitive theory, metacognitive theory, and research conducted in the LD field. 相似文献
17.
This study was conducted to determine whether students classified as learning disabled (LD) who were permitted to substitute courses for the college foreign language (FL) requirement at one university would display significant cognitive and academic achievement differences when grouped by level of discrepancy between IQ and achievement, by discrepancy between achievement according to different measures, and by level of performance on phonological-orthographic processing measures, on the Modern Language Aptitude Test (MLAT), and in FL courses. Results showed that there were no differences among students with different levels of discrepancy (i.e., < 1.0 SD, 1.0-1.49 SD, and > 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA) or college FL GPA. Results also showed that among students who scored below versus at or above the 25th percentile on phonological-orthographic processing measures, there were no differences on measures of IQ, ACT, MLAT, and GPA, as well as most measures of academic achievement. Implications for the use of the LD label to grant FL course substitutions or waivers, use of the MLAT in the diagnostic and course substitution/waiver process, and the validity and reliability of traditional criteria for the classification as LD are discussed. 相似文献
18.
This study assessed rates of learning disabilities (LD) by several psychometric definitions in children with epilepsy and identified risk factors. Participants (N = 173, ages 8-15 years) completed IQ screening, academic achievement testing, and structured interviews. Children with significant head injury, chronic physical conditions, or mental retardation were excluded. Using an IQ-achievement discrepancy definition, 48% exceeded the cutoff for LD in at least one academic area; using low-achievement definitions, 41% to 62% exceeded cutoffs in at least one academic area. Younger children with generalized nonabsence seizures were at increased risk for math LD using the IQ-achievement discrepancy definition; age of seizure onset and attention-deficit/hyperactivity disorder (ADHD) were risk factors for reading and math LD using low-achievement definitions. Writing was the most common domain affected, but neither ADHD nor seizure variables reliably identified children at risk for writing LD. Although children with earlier seizure onset, generalized nonabsence seizures, and comorbid ADHD appear to be at increased risk for some types of LD by some definitions, these findings largely suggest that all children with epilepsy should be considered vulnerable to LD. A diagnosis of epilepsy (even with controlled seizures and less severe seizure types) should provide sufficient cause to screen school-age children for LD and comorbid ADHD. 相似文献
19.
In this study, we compared the cognitive, academic achievement, and demographic profiles of 46 students from one university who had been classified as learning disabled (LD) and had received permission to substitute courses for the university's foreign language (FL) requirement (petition group) with the profiles of 21 students from the same university who had been classified as LD and had fulfilled the university's FL requirement by passing FL courses (nonpetition group). Results showed no significant differences between the two groups on measures of reading, mathematics, written language, American College Testing score, and graduating grade point average when IQ was used as a covariate. More petition than nonpetition students had at least a 1.0 SD discrepancy between IQ and achievement and had been referred only for FL learning problems. More nonpetition than petition students had taken an FL in college and received accommodations in the FL. The two groups together appeared to constitute a heterogeneous group of learners, with more than half failing to meet a minimum discrepancy criterion for classification as LD. The discussion addresses the classification system for LD, the process for determining the presence of FL learning problems and how to address them, and directions for further research. 相似文献
20.
This study compared the social-emotional implications of academic achievement for students with and without learning disabilities (LD) and identified predictors of effort investment. Students with LD showed lower levels of achievement, effort investment, academic self-efficacy, sense of coherence, positive mood, and hope, and higher levels of loneliness and negative mood. When compared to peers without LD (n = 447) at four different academic achievement levels, students with LD showed higher achievement than the low-average group, but their social-emotional profiles were similar to the low and low-average groups. Hierarchical multiple regression analysis showed that achievement, academic self-efficacy, negative mood, and hope predicted effort investment for students with LD. These results demonstrated the importance of hope in understanding the functioning of students with LD. 相似文献