Effects of Self-Contained Special Class Placement on Intellectual Functioning on Learning Disabled Students

Abstract

This research provides additional data relative to the efficacy of self-contained delivery systems for learning disabled children. The effect of one-or two-year special class placement on academic achievement and intellectual functioning was investigated. The number of years in a self-contained class significantly affected arithmetic achievement, F (1.24) = 4.50, p< .05. Significant differences in regression in IQ scores of both groups occurred. These results suggest that additional efficacy research should be conducted prior to formulation of conclusions relative to the use of self-contained classes for LD youngsters. The concept of determining placement alternatives on an individual basis continues to be advocated.

Perspective

“…Finally, a perplexing finding by Beck, Lindsey, and Frith (1981) should also be mentioned in regard to the intelligence of LD students. They found that significant regression occurred in the IQ scores of LD students who had been placed in self-contained classes for as briefly as one year.…”

The relationship between achievement and IQ in students with learning disabilities

“…A second hypothesis -that IQ changes are caused by special education placement -has received some support from two studies. Eno and Woehlke (1980) reported significant IQ decreases for LD/emotionally handicapped students after four to five years in a special program, and Beck et al (1981) reported IQ decreases for LD students after two years in a self-contained classroom. Unfortunately, the IQ decreases were not specified as either verbal or nonverbal decreases in these two studies.…”

“…In contrast, a small but increasing number of studies show that the IQ scores of students with learning disabilities change significantly as they get older. Cross-sectional and longitudinal studies of students with learning disabilities have revealed a significant decline in Verbal IQ in combination with stable or increasing Performance IQ (Beck, Lindsey, & Frith, 1981; Tittemore, Lawson, & Inglis, 1987; Weltner-Brunton, Serafica, & Friedt, 1988). Tittemore et al (1987) reported that the verbal decline did not occur until approximately eight years of age and that the verbal decline, in combination with an actual increase in scores on nonverbal subtests, accounted for the emergence of an elevated verbal-nonverbal discrepancy at the age of eight years.…”