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An Analysis of Test Scores Between Language- and/or Learning-Disabled and Minimally Brain-Injured Special Education Students

The purpose of this study was to determine significant differences in test scores between LLD and MBI Special Education students. The records of thirty-seven LLD and fifty-six MBI students between the ages of six through eleven were obtained from a small Texas school district.
The results indicated no significant differences between groups on WISC Full Scale, Performance and Verbal scales or on WISC subtests scores. No significant differences were found on WRAT scores. Significant differences were found on the Bender-Gestalt Test for Children and the Visual Aural Digit Span Test at the nine- through eleven-year level. No differences were found at the six- through eight-year level.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc663802
Date12 1900
CreatorsPeck, Richard L.
ContributorsGabet, Yvonne H., Collier, M. Sue
PublisherNorth Texas State University
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formativ, 32 leaves : illustrations, Text
RightsPublic, Peck, Richard L., Copyright, Copyright is held by the author, unless otherwise noted. All rights

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