Differential Diagnosis of Learning Disability versus Emotional Disturbance Using the WISC-R-Reference-Cited by-同舟云学术

Differential Diagnosis of Learning Disability versus Emotional Disturbance Using the WISC-R

Published:1988-10 Issue:8 Volume:21 Page:515-516
ISSN:0022-2194
Container-title:Journal of Learning Disabilities
language:en
Short-container-title:J Learn Disabil

Author:

Lufi Dubi¹,Cohen Arie²

Affiliation:

1. Dubi Lufi received his PhD from Washington State University in 1979. Currently he is employed at the Kibbutz Child and Family Clinic in Oranim, Israel. His research interests include diagnosis of attentional deficit disorder and diagnosis and treatment of learning disability.

2. Arie Cohen received his PhD from The University of Wisconsin in 1973. Currently he is a senior lecturer at the School of Education, Bar-Ilan University, Ramat-Gan, Israel. Address: Dubi Lufi, Child and Family Clinic, Oranim, Kiryat-Tivon 36000, Israel.

Abstract

The purpose of the present study was to assess the utility of different factor structures of the WISC-R in differentiating students with learning disability (LD) from children with emotional disturbance (ED). Based on several comparisons the results indicated that only the modified Kaufman's (1975) factor structure differentiated the two groups.

Publisher

SAGE Publications

Subject

General Health Professions,Education,Health(social science)

Link

http://journals.sagepub.com/doi/pdf/10.1177/002221948802100814

Reference15 articles.

1. Diagnosing Learning Disabilities and Writing Remedial Prescriptions

2. Programs, Materials and Techniques

3. Verbal-performance IQ discrepancy score: A comment on reliability, abnormality, and validity

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1. Assessment of Emotionally Disturbed Children with the WISC-III;WISC-III Clinical Use and Interpretation;1998

2. Identifying Subtypes of Reading and Spelling Disorders by Discrepancy Scores;The Irish Journal of Psychology;1989-01