The study focused on the aptitude test performances of intellectually sub-normal subjects on the Nonreading Aptitude Test Battery (R-NATB) vs. the General Aptitude Test Battery (GATB). There were two research questions investigated: (1) Are there performance differences on the RNATB vs. GATB of borderline and/or mildly retarded individuals?, and (2) Is the Wide Range Achievement Test-Revised (WRAT-R) a better predictor than the Wide Range Scale (WRS) of R-NATB and/or GATB aptitude performances in borderline and/or mildly retarded individuals? Two groups were selected for the study - 80 borderline and 80 mildly retarded subjects, ages 15-25 years. Each group contained 40 subjects with high reading skills and 40 with low reading skills as determined by the WRS. The order of aptitude test administration was also controlled. The research data collection began in November 1984 and was completed in October 1987. The following were the major findings for borderline and mildly retarded subjects. ages 15-25: (1) individuals with higher reading skills performed significantly higher on the General Intelligence (G), Verbal (V), and Numerical (N) aptitudes on the GATB and R-NATB than those with lower reading skills; (2) generally, the GATB and R-NATB did not meet the established criteria for tests known to have acceptable levels of convergent and discriminant validity; (3) subjects performed higher on the General Intelligence (G), Verbal (V), and Numerical (N) aptitudes when taking the GATB in comparison to the R-NATB; (4) subjects performed higher on the Spatial (S), Form Perception (P), and Clerical Perception (Q) when taking the R-NATB in comparison to the GATB; and (5) neither the Wide Range Scale nor the Wide Range Achievement Test-Revised proved to be effective predictors of higher GATB vs. R-NATB aptitude performances in intellectually subnormal individuals. If the GATB or R-NATB must be taken, borderline and mildly retarded individuals would optimize their aptitude test performances if they would take the B-1001 form of the GATB so they could mark their answers in the test booklet instead of on an answer sheet. Furthermore, the WRS and WRAT-R are not adequate screeners for predicting optimal aptitude performances / Ed. D.

The problem of this study was to standardize the Basic Movement Performance Profile with male and female profoundly retarded residents from the ten Texas state schools for the mentally retarded. To standardize the Basic Movement Performance Profile, the following objectives were formulated: 1. To determine if the test items found in the Basic Movement Performance Profile were valid and appropriate items to measure the basic movement skills of profoundly retarded residents of state institutions. 2. To establish the reliability of the Basic Movement Performance Profile test items utilizing the test-retest method with thirty profoundly retarded males and thirty profoundly retarded females at the Denton State School for the Mentally Retarded. 3. To establish performance level norms utilizing percentile ranks for both sexes on the Basic Movement Performance Profile.

This study identified factors related to solving mathematical word problems and then examined the differences in characteristics between students with low achievement in mathematics who were likely to have a learning disability and students with low achievement in mathematics who were unlikely to have a learning disability. Factoral analysis identified two significant factors: abstract thinking and long term retrieval from memory. Results indicated qualitative differences between sixth grade students with achievement in mathematics at or below the 25th percentile with indications of learning disabilities (MLD) and students with achievement in mathematics at or below the 25th percentile without an indication of a learning disability (Low Math/NLD). The Learning Disabilities Diagnostic Inventory, which measures intrinsic processing disorders indicative of learning disabilities, was used to differentiate between students with MLD (n = 13) and students with Low Math/NLD (n = 16). The Woodcock-Johnson III Tests of Achievement, Clinical Evaluation of Language Fundamentals-Fourth Edition, and the Informal Mathematics Assessment (IFA) were used to compare the two groups. In contrast to students with MLD, students with Low Math/NLD had a higher mathematical performance and had more difficulties with math fluency. When solving mathematics word problems on the IFA, a test composed of word problems, student interview, and error analysis, students with Low Math/NLD had more correct answers, more computational errors, and fewer translation errors than students with MLD did. Students with MLD had conceptual difficulties in the areas of analyzing, reasoning, and abstract thinking.

This thesis focused on the development of a Work Personality Scale and the systematic study of how this aspect of the mentally retarded person is related to his or her intelligence and dexterity skill level.

The purpose of the study discussed in this thesis was to compile adapted physical education assessment instrument information into a matrix which matches test categories with parameters appropriate to the selection of a specific assessment instrument. From this matrix, a data base software program was developed. Use of the data base software program and thesis will enable the adapted physical educator to select a proper assessment instrument.

One of the U.S. Army's requirements for reenlistment of first term soldiers is a minimum score on the General Technical composite of the Armed Services Vocational Aptitude Battery of one hundred. The score is a measure of academic ability. The primary goal of the Basic Skills Education Program is to assist the soldier in gaining basic skills, with a secondary goal of enabling him or her to retest at a sufficient level to become eligible for reenlistment. While most soldiers are able to meet this goal, a few are unable to achieve an acceptable score on the retest. It was hypothesized that some of these soldiers are learning disabled. The Army has not recognized learning disabilities or the need of the learning disabled for special teaching and testing methods. This study was designed to identify students enrolled in the Basic Skills Education Program who are learning disabled. Two instruments were involved: the Revised BETA II, which yields a measure of aptitude, and the Tests of Adult Basic Education, which produce achievement scores in the areas of reading, mathematics, language, and spelling. The instruments were correlated on 112 soldiers from the Training Brigade at Fort Bliss, Texas. They were then administered to 100 first term soldiers enrolled in the Basic Skills Education Program at Fort Bliss. Two formulae acceptable in the field of learning disabilities were applied to the results. The Frequency of Regression Prediction Discrepancy model identified nine soldiers as learning disabled in ten academic areas. The Standard Score Difference model, which does not account for regression, identified sixteen soldiers in twenty four areas. With evidence that learning disabled soldiers exist in the Basic Skills Education Program, recommendations were made that the U. S. Army recognize and address learning disabilities and incorporate appropriate testing and teaching methods to accommodate those soldiers.