published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

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D.Ed. (Educational Psychology) / Please refer to full text to view abstract

This study was designed to determine the factorial validity of specific components of the Reitan-Indiana Neuropsychological Battery with a learning disabled population. Scores of 42 children, 38 males, 4 females, ages 6.2 to 8.8 years were compiled on specific tests of the Reitan-Indiana. Principal component factoring of the original correlation matrix was followed by principal factoring, using a 4 factor solution; varimax rotation with six iterations produced the desired reduction of the correlation matrix; four factors emerged for the learning disabled population, which accounted for 53% of the variance: verbal intelligence, psychomotor speed, achievement, and memory. The factor structure that emerged was not consistent with the surface factors of the battery as conceptualized by its author suggesting that this battery may lack construct validity when used with a learning disabled population.

This study examined whether the Symbol Language and Communication Battery (SLCB), a measure of learning disabilities (Lds), could identify children with Lds. In addition, possible behavioral differences were examined between unidentified and identified children. Eighty-five students (26 with school identified Lds; 59 unidentified) in the 4th and 5th grade participated in the study. Results indicated that the SLCB has good potential as a supplemental/screening measure of Lds. The SLCB was most effective in identifying children when SLCB diagnoses were restricted to the areas of reading, math, and writing. This study also found that teachers reported more behavioral problems in children with an SLCB diagnosis than children without a diagnosis, whereas unidentified children with SCLB diagnoses reported more behavioral problems than identified children.

The purpose of this study was to develop a screening battery that could be used as a pre-referral method of identifying students in need of formal assessment for special education services. Further, the battery was designed to provide guidance regarding what classification should be specifically explored in assessment. The screening battery under study included measures of phonological proficiency, self-concept, social perception, and moral reasoning. These variables were measured by the G-F-W Sound-Symbol Tests (Spelling of Sounds Subtest) (Goldman, Fristoe, & Woodcock, 1974), the Self-Perception Profile for Children (Harter, 1985), My Classmates and Me (a sociometric instrument), and the Moral Reasoning Scale for Children (Daniel, 1992). Research has demonstrated that the constructs measured by these instruments are related in differential degrees to classification status of students.Battery scores of 104 subjects (mean age=10.3 years) were cluster analyzed using Ward's method. Once distinct profiles were identified, they were compared to behavioral and educational histories of subjects to determine if the patterns were related to pre-determined classifications. Step-wise discriminant function analyses were conducted using measures of cognitive ability, reading achievement, emotional adjustment and attention as discriminatingvariables in an effort to externally validate the cluster solution.Cluster analysis of the four battery components yielded four clusters with distinctive profiles. Pair-wise comparisons of the four clusters indicated each was significantly different from the others based on performance on the screening battery (p<.001). These groups were identified as: Low Achievement, Pervasive Dysfunction, Normal, and Low Cognitive Ability. Although these cluster groups were not found to be strictly parallel to previously identified classifications, they were differentiated to varying degrees on several dimensions identified through discriminant analyses.The "Normal Group" was adequately differentiated from the other three groups on external validation indices. This suggested that the screening battery, which was used to establish groups, could predict the need for special education services of the subjects in the non-normal groups. / Department of Educational Psychology

The purpose of this study was to construct and validate a parent rating scale to screen for individuals with nonverbal learning disabilities (NLD). Scale construction began with extensive literature review and concluded with the adoption of Rourke’s conceptualization of the NLD syndrome. The behavioral manifestations in the areas of language, academics, adaptive and socioemotional functioning of Rourke’s model were deduced to be reasonable NLD constructs for the parent rating scale. An Asperger’s Syndrome (AS) group was used to test the sensitivity of the parent rating scale in differentiating NLD from AS in view of their several shared characteristics. The literature supported the presence of “unusual, restricted, repetitive and stereotyped patterns of behavior, interests and activities” that typically are seen in AS but not seen in NLD as one probable differentiating factor. Hence, Likert scale items were written for 5 constructs - Language Assets and Deficits, Academic Assets and Deficits, Adaptive Deficits, Socioemotional Deficits, and Restricted Interests and Repetitive Behavior. Validation of the NLD parent rating scale began with data collection from the AS, NLD and Control groups. The NLD and AS groups consisted of parents of children who had been diagnosed in a clinical setting. The Control group children had never been evaluated for special education services by the school system or clinically diagnosed. Subjects were 14 in the AS group, 45 NLD, and 46 Control group. Discriminant groups validity test indicated that the AS, NLD and Control groups were significantly different from one another on the 4 extracted factors i.e., Socio-Conceptual, Asperger’s Syndrome, Adaptive and Learning Style. Thus, it may be concluded that the parent rating scale is discriminating in screening for individuals with NLD. The construct that most differentiates NLD from Control is the Socio-Conceptual deficits factor, which demonstrates the significant difficulty of individuals with NLD in interpreting the subtleties and nuances in social interactions and in understanding concepts. The NLD and AS groups were significantly different on the Learning Style factor but could not be differentiated on the other three factors, thus supporting literature that NLD and AS have overlapping characteristics and yet are distinctive disorders / Department of Educational Psychology

The purpose of this study was to determine if an association exists among the diagnosis of speech-language impairments (SLI) and the diagnoses of learning disabilities (LD) and/or attention deficit hyperactivity disorder (ADHD) in a school-aged population of children referred to a Learning Disorders Clinic (LDC) because of academic underachievement and/or behavior problems. The two research questions asked in this study are: (a) What percentage of students diagnosed with SLI have a concomitant diagnosis of LD and/or ADHD? and (b) Is there an association among the diagnosis of SLI and the diagnoses of LD and/or ADHD? A sample of 94 subjects was obtained from review of 291 LDC records of children ref erred and diagnosed during the years 1989-1992. The subjects were grouped into eight categories by diagnosis, that is, (a) SLI, (b) SLI/LD, (c) SLI/ADHO, (d) SLI/LO/ADHD, (e) no diagnosis of SLI/LO/AOHD, (f) LO, (g) ADHD, and (h) LD/ADHD. The obtained Chi square value was not statistically significant at a .OS alpha level. Thus, the null hypothesis: there will be no association among the diagnosis of SLI and the diagnoses of LO and/or ADHD, could not be rejected. In this sample, however, 85% of the children diagnosed with SLI had a concomitant diagnosis of LD and/or ADHD, and 70% with no SLI diagnosis were diagnosed with LD and/or ADHD. The overlapping nature of the disorders of SLI, LD, and ADHD is noted. The definitions of SLI and LO demonstrate how enmeshed language and learning problems are. One inference from this study is that as children grow older, their language deficits are recognized in the context of a learning disorder.

Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / Department of Educational Psychology

Will specificic failures of learning influence individual´s journey throught his life? In my work I deal with problems of living with dyslexia. How the specific learning difficulties will affect an individual's life. The main aim of my thesis is to examine how specific learning disability affects personal and educational development of the individual. The goals of my work are: to determine approach of the parents to the child with specific learning difficulties, approach of teachers at the primary school, high school or university. Recording of feelings from childhood to the present. Explore possibilities of applying on the job market, comparison with individuals who do not suffer from disorder. Find out how the specific learning difficulties affected individuals. The theoretical part of the thesis deals with the characteristics specific learning difficulties, their causes, manifestations of classification learning difficulties, dyslexia diagnostics, educational diagnosis, dyslexia, its symptoms in adulthood and reeducation of dyslexia. In the practical part I will examine how learning difficulties affect individual lives from the beginning of education to adulthood. The research sample will consist of adults with learning difficulties in anamneses and without anamneses. Basic methods will be questioning and interview. The practical part of my work is based on the theoretical part.