Relationship between psychopathology, learning disabilities, or both and WISC-III subtest scatter in adolescents

Greenway, Philip; Milne, Lisa

doi:10.1002/(sici)1520-6807(199903)36:2<103::aid-pits2>3.0.co;2-q

Cited by 11 publications

(8 citation statements)

References 8 publications

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“…It would appear that scatter is merely a manifestation of the cognitive subdomains that more parsimoniously explain variations among their member subtests. These findings are consistent with the growing body of research demonstrating that cognitive subtest scatter and profile analysis are ineffective in differentiating childhood exceptionality, including LD (Daley & Nagle, 1996;Greenway & Milne, 1999;Rispens et al, 1997;Watkins, 1996Watkins, , 1999Watkins, Kush, & Glutting, 1997;Ward, Ward, Hatt, Young, & Mollner, 1995). Moreover, whereas scatter may often be a faint echo of more reliable disparities in cognitive functioning, the continued use of profile analysis, at least as pertains to LD, will likely increase errors in decision making.…”

Section: Discussionsupporting

confidence: 81%

A Nationwide Epidemiologic Modeling Study of LD

McDermott

Goldberg²,

Watkins

et al. 2006

J Learn Disabil

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Through multiple logistic regression modeling, this article explores the relative importance of risk and protective factors associated with learning disabilities (LD). A representative national sample of 6- to 17-year-old students (N = 1,268) was drawn by random stratification and classified by the presence versus absence of LD in reading, spelling, and mathematics according to ability-achievement discrepancies or low achievement levels. The dichotomous classifications were regressed on sets of explanatory variables indicating potential biological, social-environmental, and cognitive factors, problem behavior, and classroom learning behavior. Modeling revealed patterns of high risk for male students and students evincing verbal and nonverbal ability problems and processing speed problems. It was shown that, absent controls for cognitive abilities (such as provided by the ability-achievement discrepancy definition), definitions keyed to low achievement will substantially overidentify ethnic minority and disadvantaged students and will be confounded by significantly higher proportions of students who display oppositional and aggressive behavior problems. Alternatively, good learning behaviors uniformly provide substantial reduction in the risk for LD.

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Section: Discussionsupporting

confidence: 81%

A Nationwide Epidemiologic Modeling Study of LD

McDermott

Goldberg²,

Watkins

et al. 2006

J Learn Disabil

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“…Some researchers have provided evidence for elevated variability in pathology (Zimet, Goodman Zimet, Farley, Shapiro Adler, & Zimmerman, 1994;Mayes, Calhoun, & Crowell, 1998;Greenway & Milne, 1999;Ryan, Tree, Morris, & Gontkovsky, 2006), while others ardently advocate against any use of measures based on intersubtest variability (Watkins & Glutting, 2000;Watkins, Glutting, & Youngstrom, 2005). In the studies by Watkins and his colleagues, intersubtest variability did not have a significant incremental validity in predicting academic achievement over and above Full-Scale IQ in samples of exceptional children, mainly children with learning disabilities.…”

mentioning

confidence: 99%

Intra-Individual Subtest Variability on the Dutch Wechsler Intelligence Scales for Children—Revised (WISC–R^NL) for Children with Learning Disabilities, Psychiatric Disorders, and Epilepsy

Iterson

Kaufman

2009

Psychol Rep

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It is common practice to look at disparities among subtest scores ("scatter") on an intelligence test to establish if a score is deviant. However, it remains unclear whether subtest scatter reflects primarily normal variation within individuals or is clinically meaningful. The present study explored this issue based on data from 467 children with developmental disabilities tested on the Dutch WISC-R(NL). Of these children, 132 had learning disabilities, 178 had psychiatric disorders, and 157 had epilepsy. Subtest scatter was defined as scaled-score range (highest minus lowest scaled score). When contrasted with "normal scatter," the overall sample revealed higher ranges on the Performance Scale and Full Scale, although effect sizes were small. Analysis of the data for the three separate clinical samples revealed unusual scatter only for the sample of children with psychiatric disorders. When comparing the clinical samples, scaled-score range was larger for the sample of children with psychiatric disorders than for those with epilepsy. Two distinct subsamples revealed elevated ranges with moderate effect sizes: children with autistic spectrum disorders and children with left hemisphere seizures. These results suggest that elevated subtest scaled-score range might characterize specific clinical samples rather than denoting an overall sign of pathology.

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“…Turner (1996) found that the Fear content scale of the MMPI could explain measures of immediate and delayed visual memory scores. Greenway and Milne (1999) used the MMPI-A and WISC-III with non-LD adolescents; they concluded their study by saying that ''y results provide preliminary support for the relationship between subtest scatter and psychological disturbance in adolescent males'' (p. 107). Even fewer studies used the MMPI to investigate TA among population of LD.…”

Section: The Connection Between Ta and Ldsmentioning

confidence: 99%

The interactive effect of test anxiety and learning disabilities among adolescents

Lufi

Darliuk

2005

International Journal of Educational Research

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Relationship between psychopathology, learning disabilities, or both and WISC-III subtest scatter in adolescents

Cited by 11 publications

References 8 publications

A Nationwide Epidemiologic Modeling Study of LD

A Nationwide Epidemiologic Modeling Study of LD

Intra-Individual Subtest Variability on the Dutch Wechsler Intelligence Scales for Children—Revised (WISC–R^NL) for Children with Learning Disabilities, Psychiatric Disorders, and Epilepsy

The interactive effect of test anxiety and learning disabilities among adolescents

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Relationship between psychopathology, learning disabilities, or both and WISC-III subtest scatter in adolescents

Cited by 11 publications

References 8 publications

A Nationwide Epidemiologic Modeling Study of LD

A Nationwide Epidemiologic Modeling Study of LD

Intra-Individual Subtest Variability on the Dutch Wechsler Intelligence Scales for Children—Revised (WISC–RNL) for Children with Learning Disabilities, Psychiatric Disorders, and Epilepsy

The interactive effect of test anxiety and learning disabilities among adolescents

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Product

Resources

About

Intra-Individual Subtest Variability on the Dutch Wechsler Intelligence Scales for Children—Revised (WISC–R^NL) for Children with Learning Disabilities, Psychiatric Disorders, and Epilepsy