Affiliation:
1. Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
2. Ministry of Education, Lifelong Learning and Religious Affairs: Center for differential diagnosis and support Katerini, Katerini, Greece
Abstract
A small group of elementary school students (age 10.4 to 13.10 yrs) with
specific developmental disability of scholastic skills (app. F81.0/81.3
according to ICD-10) was retested by REVISK (locally standardized approximate
of WISC-III) within, in average, 3 yrs post diagnosis, for detecting possible
changes in their general ability performance. REVSIK measures were adjoined
by 3 and 4-factor schemes proposed by Kaufman and Bannatyne. The results have
indicated significant decline of the total IQ score (average difference=-3.0,
t=2.434, df=24, t<0.05), intra-subtest variability on the verbal subscale
(-1.3, t=2.397, df=24, p<0.05) and Bannatyne?s factors of Acquired Knowledge
(-1.5, t=4.375, df=24, p<0.01) and Spatial factor (-0.6, t=2.701, df=24,
p<0.05). No homogenous subtest profiles were detected in original either
repeated testing. The results and implications for the future studies are
discussed against the background of contemporary theory and research in this
field, as well as of empirically-based constraints in recognizing this
population in a local setting.
Publisher
National Library of Serbia