Skip to main content
SpringerLink
Log in

Attention Deficit and Learning Disorders

  • Chapter
Psychological and Behavioral Assessment

  • 58 Accesses

Abstract

The term learning disabled has been applied to those children who have trouble with academic learning despite the fact that they have no apparent physical, intellectual, sensory, or emotional handicap (Federal Law 94-142). The child’s problems with learning may be evidenced in one or more academic subject areas although the most common learning disability is reading disability.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Achenbach, T. The child behavior profile: I. Boys aged six through eleven. Journal of Consulting and Clinical Psychology, 1978, 46, 478–488.

    PubMed  CAS  Google Scholar 

  2. Achenbach, T., & Edelbrock, C. The child behavior profile: II. Boys aged twelve through sixteen and girls aged six to sixteen and twelve to sixteen. Journal of Consulting Clinical Psychology, 1979, 47, 223–233.

    CAS  Google Scholar 

  3. Arnold, L., Barnebey, N., & Smeltzer, D. First-grade norms, factor analysis and cross correlation for Conners, Davids and Quay Peterson behavior rating scales. Journal of Learning Disabilities, 1981, 24, 269–275.

    Google Scholar 

  4. Ayres, A. J. Characteristics of types of sensory integrative dysfunction. American Journal of Occupational Therapy, 1971, 25(7), 329–334.

    PubMed  CAS  Google Scholar 

  5. Bannatyne, A. Diagnosing learning disabilities and writing remedial prescriptions. Journal of Learning Disabilities, 1968, 2, 242–249.

    Google Scholar 

  6. Bannatyne, A. Diagnosis: A note on recategorization of the WISC scaled scores. Journal of Learning Disabilities, 1974, 7, 272–273.

    Google Scholar 

  7. Barkley, R. Hyperactive children: A handbook for diagnosis and treatment. New York: Guilford Press, 1981.

    Google Scholar 

  8. Barsch, R. H. Achieving perceptual-motor efficiency: A space-oriented approach. Seattle: Special Child Publications, 1967.

    Google Scholar 

  9. Baum, D. D. A comparison of the WRAT and the PIAT with learning disability children. Educational and Psychological Measurement, 1975, 35(2), 487–493.

    Google Scholar 

  10. Beery, K. Developmental test of visual-motor integration. Chicago: Follett Educational Corp., 1967.

    Google Scholar 

  11. Boder, E. Developmental dyslexia: A diagnostic approach based on three atypical reading- spelling patterns. Developmental Medicine and Child Neurology, 1973, 15, 663–687.

    PubMed  CAS  Google Scholar 

  12. Boder, E., & Jarrico, S. The Boder test of reading-spelling patterns. New York: Grune & Stratton, 1982.

    Google Scholar 

  13. Bracken, Bruce A. McCarthy scales as a learning disability diagnostic aid: A closer look. Journal of Learning Disabilities, 1981, 14(3), 128–130.

    PubMed  CAS  Google Scholar 

  14. Breen, M., & Prasse, D. A comparison of the 1976 and 1978 WRAT: Implications for the learning disabled. Journal of Learning Disabilities, 1982, 25, 15–16.

    Google Scholar 

  15. Bruininks, V. L., & Bruininks, R. H. Motor proficiency of learning disabled and nondisabled students. Perceptual and Motor Skills, 1977, 44(3), 1131–1137.

    PubMed  CAS  Google Scholar 

  16. Burg, C., Quinn, P., & Rapoport, J. Newborn minor physical anomalies and problem behavior at age three. American Journal of Psychiatry, 1980, 137(7), 791–796.

    PubMed  CAS  Google Scholar 

  17. Camp, J., Bialer, I., Sverd, J., & Winsberg, B. Clinical usefulness of the NIMH physical and neurological examination for soft signs. American Journal of Psychiatry, 1978, 135(3), 362–364.

    PubMed  CAS  Google Scholar 

  18. Clarizio, H., & Bernard, R. Recategorized WISC-R scores of learning disabled children and differential diagnosis. Psychology in Schools, 1981, 18(1), 5–12.

    Google Scholar 

  19. Colarusso, R., & Hammill, D. Motor-free visual perception test. San Rafael, CA: Academic Therapy Publications, 1972.

    Google Scholar 

  20. Colletti, L. F. Relationship between pregnancy and birth complications and the later development of learning disabilities. Journal of Learning Disabilities, 1979, 22(10), 659–663.

    Google Scholar 

  21. Connolly, A., Nachtman, W., & Pritchett, E. The Key Math Diagnostic Arithmetic Test. Circle Pines, MN: American Guidance Service, 1971.

    Google Scholar 

  22. Connors, C. K. A teacher rating scale for use in drug studies with children. American Journal of Psychiatry, 1969, 126, 884–888.

    Google Scholar 

  23. Connors, C. K. Rating scale for use in drug studies with children. (1973). Psychopharmacotherapy with Children (DHEW, Health Services and Mental Health Administration Publication No. 73-9002). Washington, DC: U.S. Government Printing Office.

    Google Scholar 

  24. Connors, C. K. Food additives and hyperactive children. New York: Plenum Press, 1980.

    Google Scholar 

  25. Connors, C. K., Goyette, C., Southwick, D., Lees, J., & Andrulonis, P. Food additives and hyperkinesis. A controlled double-blind experiment. Pediatrics, 1976, 58, 154–166.

    Google Scholar 

  26. David, O., Hoffman, P., Sverd, J., Clark, J., & Voeller, K. Lead and hyperactivity: Behavioral response to chelation: A pilot study. American Journal of Psychiatry, 1976, 233, 1155–1158.

    Google Scholar 

  27. Davids, Anthony . An objective instrument for assessing hyperkinesis in children. Journal of Learning Disabilities, 1971, 4(9), 499–501.

    Google Scholar 

  28. Decker, S., & De Fries, J. Cognitive abilities in families with reading disabled children. Journal of Learning Disabilities, 1980, 23, 517–522.

    Google Scholar 

  29. Decker, S., & De Fries, J. Cognitive ability profiles in families of reading disabled children. Developmental Medicine and Child Neurology, 1981, 23, 217–227.

    PubMed  CAS  Google Scholar 

  30. deHirsch, K., Jansky, J., & Langford, W. Predicting reading failure. New York: Harper & Row, 1966.

    Google Scholar 

  31. Delamater, A. M., Lahey, B. B., & Drake, L. Toward an empirical subclassification of “learning disabilities”: A psychophysiological comparison of “hyperactive” and “nonhyperactive” subgroups. Journal of Abnormal Child Psychology, 1981, 9(1), 65–77.

    PubMed  CAS  Google Scholar 

  32. Doehring, D., Trites, R., Patel, P., & Fiedorowicz, C. Reading disabilities: The interaction of reading, language, and neuropsychological deficits. New York: Academic Press, 1981.

    Google Scholar 

  33. Donovan, G., & Mitchell, M. M. Analysis of the developmental test of visual perception and the motor-free visual perception test. Perceptual and Motor Skills, 1978, 46(3), 1284–1286.

    PubMed  CAS  Google Scholar 

  34. Douglas, V. Stop, look and listen: The problem of sustained attention and impulse control in hyperactive and normal children. Canadian Journal of Behavioral Science, 1972, 4, 259–282.

    Google Scholar 

  35. Dubey, Dennis R. Organic factors in hyperkinesis: A critical review. American Journal of Orthopsychiatry, 1976, 46(2), 353–366.

    PubMed  CAS  Google Scholar 

  36. Dunn, L., & Dunn, L. The Peabody Picture Vocabulary Test—Revised. Circle Pines, MN: American Guidance Service, 1981.

    Google Scholar 

  37. Dunn, L., & Markwardt, F. The Peabody Individual Achievement Test. Circle Pines, MN: American Guidance Service, 1970.

    Google Scholar 

  38. Elkins, J., & Sultmann, W. The ITPA and learning disability: A discriminant analysis. Journal of Learning Disabilities, 1981, 14, 88–92.

    PubMed  CAS  Google Scholar 

  39. Feingold, B. Why your child is hyperactive. New York: Random House, 1975.

    Google Scholar 

  40. Firestone, P., Peters, S., Rivier, M., & Knights, R. M. Minor physical anomalies in hyperactive, retarded and normal children and their families. Journal of Child Psychology and Psychiatry and Allied Disciplines, 1978, 19(2), 155–160.

    CAS  Google Scholar 

  41. Foch, T., DeFries, J., McClearn, G., & Singer, S. Familial patterns of impairment in reading disability. Journal of Educational Psychology, 1977, 69, 316–329.

    PubMed  CAS  Google Scholar 

  42. Foster, R., Giddan, J., & Stark, J. Assessment of Children’s Language Comprehension. Palo Alto: Consulting Psychologist’s Press, 1973.

    Google Scholar 

  43. Frostig, M., & Maslow, P. Learning problems in the classroom: Prevention and remediation. New York: Grune & Stratton, 1973.

    Google Scholar 

  44. Goh, D., & Simons, M. Comparison of learning disabled and general education children on the McCarthy Scales. Psychology in the Schools, 1980, 17, 429–436.

    Google Scholar 

  45. Goh, D., & Youngquist, J. A comparison of the McCarthy Scales of Children’s Abilities and the WISC-R. Journal of Learning Disabilities, 1979, 12(5), 344–348.

    PubMed  CAS  Google Scholar 

  46. Golden, C., Hammeke, T., & Purisch, A. Manual for the Luria-Nebraska neuropsychological battery. Los Angeles: Western Psychological Services, 1980.

    Google Scholar 

  47. Goldstein, K. Aftereffects of brain injuries in war. New York: Grune & Stratton, 1942.

    Google Scholar 

  48. Goyette, C. H., Connors, C. K., & Ulrich, R. F. Normative data on revised Conners Parent and Teacher Rating Scales. Journal of Abnormal Child Psychology, 1978, 6(2), 221–236.

    PubMed  CAS  Google Scholar 

  49. Gutkin, T. WISC-R scatter indices. Useful information for differential diagnosis. Journal of School Psychology, 1979, 17, 368–371.

    Google Scholar 

  50. Haber, J. Learning disability research: How far have we progressed? Learning Disability Quarterly, 1981, 4, 372–381.

    Google Scholar 

  51. Hagen, J., & Hale, G. The development of attention in children. In A. D. Pick (Ed.). Minnesota Symposium in Child Psychology (Vol. 7). Minneapolis: University of Minnesota Press, 1973, pp. 117–140.

    Google Scholar 

  52. Hamill, D., Parker, P., & Newcome, P. Psycholinguistic correlates of academic achievement. Journal of School Psychology, 1975, 23, 248–254.

    Google Scholar 

  53. Harley, J., Ray, R., Tomasi, L., Eichman, P., Matthews, C., Chun, R., Cleeland, C., & Traisman, E. Hyperkinesis and food additives. Testing the Feingold hypothesis. Pediatrics, 1978, 62, 818–828.

    Google Scholar 

  54. Harmer, W. R., & Williams, F. The Wide Range Achievement Test and the Peabody Individual Achievement Test: A comparative study. Journal of Learning Disabilities, 1978, 22(10), 667–670.

    Google Scholar 

  55. Hartlage, L. Neuropsychological assessment techniques. In C. Reynolds & T. Gutkin (Eds.), Handbook of school psychology. New York: Wiley, 1982, pp. 296–313.

    Google Scholar 

  56. Henry, S., & Wittman, R. Diagnostic implications of Bannatyne’s recategorized WISC-R scores for identifying learning disabled children. Journal of Learning Disabilities, 1981, 14, 517–520.

    PubMed  CAS  Google Scholar 

  57. Hooper, S., & Hynd, G. The differential diagnosis of developmental dyslexia with the Kaufman assessment battery for children. Paper presented at the meeting of the National Academy of Neuropsychologists, Atlanta, October, 1982.

    Google Scholar 

  58. Jastak, J., & Jastak, S. The Wide Range Achievement Test (rev. ed.). Wilmington: Jastak Associates, 1978.

    Google Scholar 

  59. Johnson, D., & Mykelbust, H. Learning disabilities: Educational principles and practices. New York: Grune & Stratton, 1967.

    Google Scholar 

  60. Kaufman, A. Factor analysis of the WISC-R at 11 age levels between 61/2 and I61/2. Journal of Consulting and Clinical Psychology, 1975, 43, 135–147.

    Google Scholar 

  61. Kaufman, A. Verbal-performance IQ discrepancies on the WISC-R. Journal of Consulting and Clinical Psychology, 1976, 5, 739–744. (a)

    Google Scholar 

  62. Kaufman, A. A new approach to the interpretation of test scatter on the WISC-R. Journal of Learning Disabilities, 1976, 9, 160–168. (b)

    Google Scholar 

  63. Kaufman, A. Intelligent testing with the WISC-R. New York: Wiley, 1979.

    Google Scholar 

  64. Kaufman, A. The WISC-R and learning disabilities assessment: State of the art. Journal of Learning Disabilities, 1981, 14, 520–526.

    PubMed  CAS  Google Scholar 

  65. Kaufman, A. The impact of WISC-R research for school psychologists. In C. Reynolds & T. Gutkin (Eds.), Handbook of school psychology. New York: Wiley, 1982, pp. 156–177.

    Google Scholar 

  66. Kaufman, A., & Kaufman, N. Research on the McCarthy Scales and its implication for assessment. Journal of Learning Disabilities, 1977, 10, 284–291.

    Google Scholar 

  67. Kaufman, A., & Kaufman, N. The Kaufman Assessment Battery for Children: Interpretive manual. Circle Pines, MN: American Guidance Service, 1983.

    Google Scholar 

  68. Kavale, K., & Nye, C. Identification criteria for learning disabilities. A survey of the research literature. Learning Disability Quarterly, 1981, 4, 383–388.

    Google Scholar 

  69. Kephart, N. C. The slow learner in the classroom ( 2nd ed. ). Columbus, Ohio: Merrill, 1971.

    Google Scholar 

  70. Kieffer, D. M., & Golden, C. J. The Peabody Individual Achievement Test with normal and special school populations. Psychological Reports, 1978, 42(2), 395–401.

    PubMed  CAS  Google Scholar 

  71. Kirk, S., McCarthy, J., & Kirk, W. The Illinois Test of Psycholinguistic Abilities. Urbana: University of Illinois Press, 1968.

    Google Scholar 

  72. Klanderman, J., Kroeschell, Z., & Licht, L. K-ABC validity study number 23. In A. Kaufman & N. Kaufman (Eds.), The Kaufman Assessment Battery for Children: Interpretive manual. Circle Pines, MN: American Guidance Service, 1983.

    Google Scholar 

  73. Koppitz, E. The Bender Gestalt Test for Young Children (Vol. 2): Research and applications 1963–1973. New York: Grune & Stratton, 1975.

    Google Scholar 

  74. Lee, L. Northwestern Syntax Screening Test. Evanston, IL: Northwestern University Press, 1971.

    Google Scholar 

  75. Leiter, R. Leiter International Performance Scale. Chicago: Stoelting Company, 1948.

    Google Scholar 

  76. Lindgren, S. Finger localization and the prediction of reading disability. Cortex, 1978, 14, 87–101.

    PubMed  CAS  Google Scholar 

  77. Loper, A. B., & Hallahan, D. P. A comparison of the reliability and validity of the standard MFF and MFF20 with learning disabled children. Journal of Abnormal Child Psychology, 1980, 8(3), 377–384.

    PubMed  CAS  Google Scholar 

  78. Lutey, C., & Copeland, E. Cognitive assessments of the school age child. In C. Reynolds & T. Gutkin (Eds.), Handbook of school psychology. New York: Wiley, 1982, pp. 121–155.

    Google Scholar 

  79. Matheny, A., Dolan, A., & Wilson, R. Twins with academic learning problems: Antecedent characteristics. American Journal of Orthopsychiatry, 1976, 46, 464–469.

    PubMed  Google Scholar 

  80. Mattes, J., & Gittelman, R. Effects of artificial food colorings in children with hyperactive symptoms: A critical review and results of a controlled study. Archives of General Psychiatry, 1981, 38, 714–718.

    PubMed  CAS  Google Scholar 

  81. Mattis, S., French, J., & Rapin, I. Dyslexia in children and young adults: Three independent neurological syndromes. Developmental Medicine and Child Neurology, 1975, 17(2), 150–163.

    PubMed  CAS  Google Scholar 

  82. McCarthy, D. Manual for the McCarthy scales of children’s abilities. New York: Psychological Corporation, 1972.

    Google Scholar 

  83. McMahon, B. Biological factors in childhood hyperkinesis: A review of genetic and bio-chemical hypotheses. Journal of Clinical Psychology, 1981, 37, 12–21.

    PubMed  CAS  Google Scholar 

  84. Michayluk, J. O. Recategorization of WPPSI scores for kindergarten children with learning difficulties. Journal of Learning Disabilities, 1981, 14, 408–411.

    PubMed  CAS  Google Scholar 

  85. Milar, C., Schroeder, S., Mushak, P., & Boone, L. Failure to find hyperactivity in preschool children with moderately elevated lead burden. Journal of Pediatric Psychology, 1981, 6, 85–95.

    PubMed  CAS  Google Scholar 

  86. Moore, D., & Wielan, D. WISC-R scatter indexes of children referred for reading diagnosis. Journal of Learning Disabilities, 1981, 14, 511–514.

    PubMed  CAS  Google Scholar 

  87. Morrison, J., & Stewart, M. Bilateral inheritance as evidence for polygenicity in the hyperactive child syndrome. Journal of Nervous and Mental Disease, 1974, 158(3), 226–228.

    PubMed  CAS  Google Scholar 

  88. Mykelbust, H. Identification and diagnosis of children with learning disabilities: An inter-disciplinary study of criteria. Seminars in Psychiatry, 1973, 5(1), 555–77.

    Google Scholar 

  89. Naglieri, J. A comparison of McCarthy GCI and WISC-R IQ scores for educable mentally retarded, learning disabled and normal children. Unpublished doctoral dissertation, University of Georgia, 1979.

    Google Scholar 

  90. Naglieri, J. Comparison of McCarthy General Cognitive Index and WISC-R IQ for educable mentally retarded, learning disabled and normal children. Psychological Reports, 1980, 47(2), 591–596. (a)

    PubMed  CAS  Google Scholar 

  91. Naglieri, J. McCarthy and WISC-R correlations with WRAT achievement scores. Perceptual and Motor Skills, 1980, 51(2), 392–394. (b)

    PubMed  CAS  Google Scholar 

  92. Needleman, H., Gunnoe, C., Leviton, A., Reed, R., Peresie, H., Maher, C., & Barrett, P. Deficits in psychological and classroom performance of children with elevated dentine lead levels. New England Journal of Medicine, 1979, 300, 689–695.

    PubMed  CAS  Google Scholar 

  93. Orton, S. Reading, writing and speech problems in children. New York: Norton, 1937.

    Google Scholar 

  94. Pasamanick, B., & Knobloch, H. Retrospective studies on the epidemiology of reproductive casualty: Old and new. Merrill-Palmer Quarterly of Behavioral Development, 1966,12, 7–26.

    Google Scholar 

  95. Peters, J. E., Romine, J. S., & Dykman, R. A. A special neurological examination of children with learning disabilities. Developmental Medicine and Child Neurology, 1975, 17(1), 63–78.

    PubMed  CAS  Google Scholar 

  96. Prechtl, H., & Stemmer, C. The choreiform syndrome in children. Developmental Medicine and Child Neurology, 1962, 199–227.

    Google Scholar 

  97. Quay, N., & Peterson, D. Behavior problems checklist. Urbana: Children’s Research Center, University of Illinois, 1967.

    Google Scholar 

  98. Rapoport, J. L., & Quinn, P. O. Minor physical anomalies (stigmata) and early developmental deviation: A major biologic subgroup of “hyperactive children”International Journal of Mental Health, 1975, 4(1–2), 29–44.

    Google Scholar 

  99. Ratcliffe, M. W., & Ratcliffe, K. J. A comparison of the Wechsler Intelligence Scale for Children—Revised and Leiter International Performance Scale for a group of educationally handicapped adolescents. Journal of Clinical Psychology, 1980, 36(1), 310–312.

    PubMed  CAS  Google Scholar 

  100. Reeve, R. E., Hall, R. J., & Zakreski, R. S. The Woodcock-Johnson Tests of Cognitive Ability: Concurrent validity with the WISC-R. Learning Disability Quarterly, 1979, 2(2), 63–69.

    Google Scholar 

  101. Reisman, F. Strategies for mathematics disorders. In C. Reynolds & T. Gutkin (Eds.), The handbook of school psychology. New York: Wiley, 1982.

    Google Scholar 

  102. Reitan, R. Certain differential effects of left and right cerebral lesions in human adults. Journal of Comparative and Physiological Psychology, 1955, 48, 474–477.

    PubMed  CAS  Google Scholar 

  103. Reitan, R. Manual for the administration of neuropsychological test batteries for adults and children. Tucson: Author, 1979.

    Google Scholar 

  104. Reynolds, C, & Clark, J. Assessment of cognitive abilities. In K. Paget & B. Bracken (Eds.), The psychoeducational assessment of preschool children. New York: Grune & Stratton, 1983.

    Google Scholar 

  105. Reynolds, C., & Gutkin, T. Test scatter on the WPPSI: Normative analysis of the standardization sample. Journal of Learning Disabilities, 1981, 14, 460–463.

    PubMed  CAS  Google Scholar 

  106. Rie, E. D., Rie, H. E., Stewart, S., & Rettemnier, S. An analysis of neurological soft signs in children with learning problems. Brain and Language, 1978, 6(1), 32–46.

    PubMed  CAS  Google Scholar 

  107. Rourke, B. P. Brain-behavior relationships in children with learning disabilities. American Psychologist, 1975, 30(9), 911–920.

    PubMed  CAS  Google Scholar 

  108. Rourke, B. P., Dietrich, D. M., & Young, G. C. Significance of WISC verbal-performance discrepancies for younger children with learning disabilities. Perceptual and Motor Skills, 1973, 36(1), 275–282.

    PubMed  CAS  Google Scholar 

  109. Rourke, B., & Finlayson, M. A. Neuropsychological significance of variations in patterns of academic performance: Verbal and visual-spatial deficits. Journal of Abnormal Child Psychology, 1978, 6, 121–133.

    PubMed  CAS  Google Scholar 

  110. Rourke, B. P., & Strang, J. D. Neuropsychological significance of variations in patterns of academic performance: Motor, psychomotor, and tactile-perceptual abilities. Journal of Pediatric Psychology, 1978, 3(2), 62–66.

    Google Scholar 

  111. Rugel, R. WISC subtest scores of disabled readers: A review with respect to Bannatyne’s recategorization. Journal of Learning Disabilities, 1974, 7, 57–64.

    Google Scholar 

  112. Ryckman, D. Searching for a WISC-R profile for learning disabled children: An inappropriate task. Journal of Learning Disabilities, 1981, 14, 508–511.

    PubMed  CAS  Google Scholar 

  113. Safer, D. A familial factor in minimal brain dysfunction. Behavior Genetics, 1973,3,175–186.

    PubMed  CAS  Google Scholar 

  114. Sattler, J. Assessment of children’s intelligence and special abilities ( 2nd ed. ). Boston: Allyn & Bacon, 1982.

    Google Scholar 

  115. Sattler, J. M., & Ryan, J. J. Relationship between WISC-R and WRAT in children referred for learning difficulties. Psychology in the Schools, 1981, 18(3), 290–292.

    Google Scholar 

  116. Satz, P., & Friel, J. Some predictive antecedents of specific reading disability: A preliminary two-year follow-up. Journal of Learning Disabilities, 1974, 7, 437–444.

    Google Scholar 

  117. Scull, J., & Brand, L. The WRAT and the PLAT with LD children. Journal of Learning Disabilities, 1980, 13, 350–352.

    PubMed  CAS  Google Scholar 

  118. Selz, M., & Reitan, R. Rules for neuropsychological diagnosis: Classification of brain function in older children. Journal of Consulting and Clinical Psychology, 1979, 4, 258–264.

    Google Scholar 

  119. Semel, E. M., & Wiig, E. H. Comprehension of syntactic structures and critical verbal elements by children with learning disabilities. Journal of Learning Disabilities, 1975, 8(1), 46–51.

    Google Scholar 

  120. Silver, L. The relationship between learning disabilities, hyperactivity, distractibility and behavioral problems. Journal of the American Academy of Child Psychiatry, 1981, 20, 385–397.

    PubMed  CAS  Google Scholar 

  121. Smith, M. D., Coleman, J. M., Dokecki, P. R., & Davis, E. E. Recategorized WISC-R scores of learning disabled children. Journal of Learning Disabilities, 1977, 10(7), 437–443.

    Google Scholar 

  122. Spellacy, F., & Peter, B. Dyscalculia and elements of the developmental Gerstmann syndrome in school children. Cortex, 1978, 24, 197–206.

    Google Scholar 

  123. Spirito, A. Scores on the Bender-Gestalt and Developmental Test of Visual-Motor Integration of the learning disabled children. Perceptual and Motor Skills, 1980, 50, 1214.

    PubMed  CAS  Google Scholar 

  124. Steg, J. P., & Rapoport, J. L. Minor physical anomalies in normal, neurotic, learning disabled, and severely disturbed children. Journal of Autism and Childhood Schizophrenia, 1975, 5(4), 299–307.

    PubMed  CAS  Google Scholar 

  125. Steinberg, M., & Rendle-Short, J. Vestibular dysfunction in young children with minor neurological impairment. Developmental Medicine and Child Neurology, 1977, 29(5), 639–651.

    Google Scholar 

  126. Stewart, M. Alternatives to drug therapy for hyperkinetic children. Paper presented at the American Orthopsychiatric Association annual meeting, New York, May, 1973.

    Google Scholar 

  127. Strauss, A., & Lehtinen, L. Psychopathology and education of the brain injured child. New York: Grune & Stratton, 1947.

    Google Scholar 

  128. Taylor, R., & Ivimey, J. Diagnostic use of the WISC-R and McCarthy Scales: A regression analysis approach to learning disabilities. Psychology in the Schools, 1980, 27, 327–333.

    Google Scholar 

  129. Terman, L., & Merrill, M. Stanford-Binet Intelligence Scale. Boston: Houghton Mifflin, 1960.

    Google Scholar 

  130. Tinney, F. A. A comparison of the Key Math Diagnostic Arithmetic Test and the California Arithmetic Test used with learning disabled students. Journal of Learning Disabilities, 1975, 8(5), 313–315.

    Google Scholar 

  131. Vance, H., Blixt, S., Ellis, R., & Debell, S. Stability of the WISC-R for a sample of exceptional children. Journal of Clinical Psychology, 1981, 37, 397–399.

    PubMed  CAS  Google Scholar 

  132. Vance, H. B., Gaynor, P., & Coleman, M. Analysis of cognitive abilities for learning disabled children. Psychology in the Schools, 1976, 23(4), 477–483.

    Google Scholar 

  133. Vellutino, F. R. Alternative conceptualizations of dyslexia: Evidence in support of a verbal- deficit hypothesis. Harvard Educational Review, 1977, 47(3), 334–354.

    Google Scholar 

  134. Watson, B., Goldsar, D., & Fredd, R. Subtypes of specific reading disability. Paper presented at APA annual meeting, Washington, D.C., August, 1982.

    Google Scholar 

  135. Webster, R. E. Visual and aural short-term memory capacity deficits in mathematics disabled students. Journal of Educational Research, 1979, 72(5), 277–283.

    Google Scholar 

  136. Wechsler, D. Manual for the Wechsler intelligence scale for children. New York: Psychological Corporation, 1949.

    Google Scholar 

  137. Wechsler, D. Manual for the Wechsler Preschool and Primary Scale of Intelligence. New York: Psychological Corporation, 1967.

    Google Scholar 

  138. Wechsler, D. Manual for the Wechsler Intelligence Scale for Children—Revised. New York: Psychological Corporation, 1974.

    Google Scholar 

  139. Wolff, P., & Hurwitz, I. Functional implications of the minimal brain damage syndrome. Seminars in Psychiatry, 1973, 5, 105–115.

    PubMed  CAS  Google Scholar 

  140. Woodcock, R. Woodcock-Johnson Psycho-Educational Battery: Technical report. Boston: Teaching Resources, 1977.

    Google Scholar 

  141. Ysseldyke, J. E., Shinn, M., & Epps, S. A comparison of the WISC-R and the Woodcock- Johnson Tests of Cognitive ABility. Psychology in the Schools, 1981, 18(1), 15–19.

    Google Scholar 

  142. Zentall, S., & Barack, R. Rating scales for hyperactivity: Concurrent validity, reliability, and decisions to label for the Conners and Davids Abbreviated Scales. Journal of Abnormal Child Psychology, 1979, 7(2), 179–190.

    PubMed  CAS  Google Scholar 

  143. Zigler, E., Abelson, W., & Seitz, V. Motivational factors in the performance of economically disadvantaged children on the Peabody Vocabulary Test. Child Development, 1973, 44, 294–303.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Pediatrics, Child Development Center, Georgetown University, Washington, D.C., 20007, USA

    Kathy S. Katz

Authors
  1. Kathy S. Katz
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Georgetown University Medical Center, Washington D.C., USA

    Phyllis R. Magrab

Rights and permissions

Reprints and permissions

Copyright information

© 1984 Plenum Press, New York

About this chapter

Cite this chapter

Katz, K.S. (1984). Attention Deficit and Learning Disorders. In: Magrab, P.R. (eds) Psychological and Behavioral Assessment. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-2773-8_6

Download citation

  • DOI: https://doi.org/10.1007/978-1-4613-2773-8_6

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4612-9712-3

  • Online ISBN: 978-1-4613-2773-8

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation