K-ABC/WISC-R Relationships for Students Referred for Severe Learning Disabilities
نویسندگان
چکیده
This study examined the relationship between performance on the K-ABC and the WISC-R for 67 students referred for evaluation as a result of serious academic or academic/behavioral problems. Of the 67 students referred, 32 were identified as severely learning disabled (LD) and 35 were not. The correlational results of the study documented strong relationships among all of the global standard scores on both instruments (r = .65 to .95). Individual performance patterns obtained reflected a pr:eponderance of Simultaneous > Sequential processing and Performance IQ > Verbal IQ profiles for the LD students, but not for the non-LD group. The results of t-tests also confirmed Simultaneous > Sequential, Mental Processing Composite > Achievement and Performance IQ > Verbal IQ differences for
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