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Emotional/Behavioral Adjustment And Achievement Outcomes Associated With Specific Learning Disability Subtypes., Donald T. Abrash
Emotional/Behavioral Adjustment And Achievement Outcomes Associated With Specific Learning Disability Subtypes., Donald T. Abrash
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The purpose of the present study was to determine whether learning-disabled children presenting differing patterns of cognitive abilities and deficits also differ in their emotional/behavioral functioning in school. The relationship between ability/disability structure and long-term academic achievement was also examined in this study. Sixty-nine learning-disabled students were assigned to one of three groups on the basis of their WISC-R Verbal I.Q.-Performance I.Q. discrepancy patterns. Group 1 subjects' VIQ-PIQ discrepancy did not exceed 9 points; Group 2 subjects' PIQ exceeded VIQ by at least 12 points, while Group 3 subjects' VIQ exceeded PIQ by at least 12 points. The data for …