Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-77c89778f8-cnmwb Total loading time: 0 Render date: 2024-07-20T22:56:10.269Z Has data issue: false hasContentIssue false

5 - The Intelligent Testing of Children with Specific Learning Disabilities

Published online by Cambridge University Press:  05 August 2012

By
Nancy Mather
Edited by
James C. Kaufman
Nancy Mather
Affiliation:
University of Arizona
James C. Kaufman
Affiliation:
California State University, San Bernardino
Get access

Summary

INTRODUCTION

The category of specific learning disabilities (SLD) encompasses a heterogeneous group of disorders that adversely impacts the development of some aspect of academic functioning and proficiency. Although few doubt the existence of SLD, a lack of consensus regarding definition, as well as a failure to resolve various identification and treatment issues, has plagued the field since its inception. One major area of controversy is the use of intelligence tests for the identification of individuals with SLD (Kaufman & Kaufman, 2001). During the last four decades, the work and writings of Dr. Alan Kaufman, in association with his wife, Dr. Nadeen Kaufman, have helped to clarify, refine, and substantiate the most efficacious ways intelligence tests can and should be used with individuals having or suspected of having SLD. The purpose of this chapter is to discuss various aspects of their contributions that have had particular relevance to and impact on the field of learning disabilities through my own perspective. The chapter includes discussion of several issues that have affected SLD identification and assessment procedures, as well as consideration of the most pragmatic and valid processes and procedures for diagnosing SLD.

Type
Chapter
Information
Intelligent Testing
Integrating Psychological Theory and Clinical Practice
 , pp. 30 - 52
Publisher: Cambridge University Press
Print publication year: 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aaron, P.G. (1997). The impending demise of the discrepancy formula. Review of Educational Research, 67, 461–502.CrossRefGoogle Scholar
Anderson, M., Kaufman, A.S., & Kaufman, N.L. (1976). Use of the WISC-R with a learning disabled population: Some diagnostic implications. Psychology in the Schools, 13, 381–386.3.0.CO;2-B>CrossRefGoogle Scholar
Bateman, B. (1992). Learning disabilities: The changing landscape. Journal of Learning Disabilities, 25, 29–36.CrossRefGoogle ScholarPubMed
Berninger, V.W. (1996). Reading and Writing Acquisition: A Developmental Neuropsychological Perspective. Boulder, CO: Westview Press.Google Scholar
Berninger, V.W. (2001). Understanding the ‘lexia’ in dyslexia: A multidisciplinary team approach to learning disabilities. Annals of Dyslexia, 51, 23–48.CrossRefGoogle Scholar
Caldwell, O.W. & Courtis, S.A. (1924). Then and now in education, 1845–1923. Yonkers-on-Hudson, NY: World Book.Google Scholar
Carroll, J.B. (1993). Human Cognitive Abilities: A Survey of Factor-Analytic Studies. Cambridge, England: Cambridge University Press.CrossRefGoogle Scholar
Cruickshank, W.M. (1983). Learning disabilities: A neurophysiological dysfunction. Journal of Learning Disabilities, 16, 27–29.CrossRefGoogle ScholarPubMed
Das, J.P., Naglieri, J.A., & Kirby, J.R. (1994). The Assessment of Cognitive Processes: The PASS Theory of Intelligence. Boston, MA: Allyn & Bacon.Google Scholar
Dumont, R., Willis, J., & McBride, G. (2001). Yes, Virginia, there is a severe discrepancy clause, but is it too much ado about something?The School Psychologist, APA Division of School Psychology, 55(1), 1, 4–13, 15.Google Scholar
Fletcher, J.M., Francis, D.J., Shaywitz, S.E., Lyon, G.R., Foorman, B.R., Stuebing, K.K., & Shaywitz, B.A. (1998). Intelligent testing and the discrepancy model for children with learning disabilities. Learning Disabilities Research & Practice, 13, 186–203.Google Scholar
Fuchs, D., Fuchs, L., & Compton, D. (2004). Identifying reading disabilities by responsiveness-to-instruction: Specifying measures and criteria. Learning Disability Quarterly, 27, 216–227.CrossRefGoogle Scholar
Fuchs, D., Mock, D., Morgan, P., & Young, C. (2003). Responsiveness to intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18, 157–171.CrossRefGoogle Scholar
Gardner, H. (1999). Reframing Intelligence. New York: Basic Books.Google Scholar
Glutting, J.J., McDermott, P.A., & Konold, T.R. (1997). Ontology, structure, and diagnostic benefits of a normative subtest taxonomy from the WISC-III standardization sample. In Flanagan, D.P., Genshaft, J.L., & Harrison, P.L (Eds.). Contemporary Intellectual Assessment: Theories, Tests, and Issues (pp. 349–372). New York: Guilford Publications.Google Scholar
Gresham, F.M., Restori, A.F., & Cook, C.R. (2008). To test or not to test: Issues pertaining to response to intervention and cognitive testing. NASP Communique, 37, 5–7.Google Scholar
Gunnison, J., Kaufman, N.L., & Kaufman, A.S. (1982). Reading redemption based on sequential and simultaneous processing. Academic Therapy, 17, 297–307.CrossRefGoogle Scholar
Hale, J.B., Kaufman, A.S., Naglieri, J.A., & Kavale, K.A. (2006). Implementation of IDEA: Response to intervention and cognitive assessment methods. Psychology in the Schools, 43, 753–770.CrossRefGoogle Scholar
Hale, J.B., Naglieri, J.A., Kaufman, A.S., & Kavale, K.A. (2004). Specific learning disability classifications in the new Individuals with Disabilities Education Act: The danger of good ideas. The School Psychologist, 58(1), 6–29.Google Scholar
Horn, J.L., & Cattell, R.B. (1966). Refinement and test of the theory of fluid and crystallized intelligence. Journal of Educational Psychology, 57, 253–270.CrossRefGoogle Scholar
,Individuals with Disabilities Education Improvement Act (IDEA) of 2004, PL 108–446, 20 U.S.C. §§ 1400 et seq.
Kaufman, A.S. (1976a). Do normal children have “flat” ability profiles?Psychology in the Schools, 13, 284–285.3.0.CO;2-T>CrossRefGoogle Scholar
Kaufman, A.S. (1976b). A new approach to the interpretation of test scatter on the WISC-R. Journal of Learning Disabilities, 9, 160–168.CrossRefGoogle Scholar
Kaufman, A.S. (1979). Intelligent Testing with the WISC-R. New York: John Wiley & Sons.Google Scholar
Kaufman, A.S. (1981). The WISC-R and learning disabilities assessment: State of the art. Journal of Learning Disabilities, 14, 520–526.CrossRefGoogle ScholarPubMed
Kaufman, A.S. (1982). The impact of WISC-R research for school psychologists. In Reynolds, C.R. & Gutkin, T.B. (Eds.), A Handbook for School Psychology (pp. 156–177). New York: Wiley.Google Scholar
Kaufman, A.S. (1984). K-ABC and controversy. Journal of Special Education, 18, 409–444.CrossRefGoogle Scholar
Kaufman, A.S. (1994). Intelligent Testing with the WISC-III. New York: Wiley.Google Scholar
Kaufman, A.S. (2000). Intelligence tests and school psychology: Predicting the future by studying the past. Psychology in the Schools, 37, 7–16.3.0.CO;2-H>CrossRefGoogle Scholar
Kaufman, A.S. (2004). Standardized cognitive assessment and the new IDEA guidelines- Fit or misfit? Presentation at the National Association of School Psychologists Annual Convention, April 1, Dallas, TX.
Kaufman, A.S., & Harrison, P.L. (1991). Individual intellectual assessment. In Walker, C.E. (Ed.), Clinical Psychology: Historical and Research Foundations (pp. 91–119). New York: Plenum.CrossRefGoogle Scholar
Kaufman, A.S., Harrison, P.L., & Ittenbach, R.F. (1990). Intelligence testing in the schools. In Gutkin, T. & Reynolds, C.R. (Eds.), The Handbook of School Psychology (2nd ed., pp. 289–327). New York: Wiley.Google Scholar
Kaufman, A.S., & Kaufman, N.L. (1983a). K-ABC Interpretive Manual. Circle Pines, MN: American Guidance Service.Google Scholar
Kaufman, N.L., & Kaufman, A.S. (1983b). Remedial intervention in education. In Hynd, G.W. (Ed.), The School Psychologist (pp. 293–322). Syracuse N.Y.: Syracuse University Press.Google Scholar
Kaufman, A.S., & Kaufman, N.L. (1993). Manual for Kaufman Adolescent & Adult Intelligence Test. Circle Pines, MN: American Guidance Service.Google Scholar
Kaufman, A.S., & Kaufman, N.L. (2001). Assessment of specific learning disabilities in the new millennium: Issues, conflicts, and controversies. In Kaufman, A.S. & Kaufman, N.L. (Eds.), Specific Learning Disabilities: Psychological Assessment and Evaluation (pp. 433–461). Cambridge Monographs in Child and Adolescent Psychiatry. Cambridge, England: Cambridge University Press.Google Scholar
Kaufman, A.S., & Kaufman, N.L. (2004). Kaufman Assessment Battery for Children (2nd ed.). Circle Pines, MN: American Guidance Service.Google Scholar
Kaufman, A.S., Kaufman, N.L., & Shaughnessy, M.F. (2007). An interview with Alan and Nadeen Kaufman. North American Journal of Psychology, 9, 611–626.Google Scholar
Kaufman, A.S., & Lichtenberger, E.O. (1998). Intellectual assessment. In Bellack, A.S.. & Hersen, M.. (Series Eds.) & Reynolds, C.R.. (Vol. Ed.), Comprehensive Clinical Psychology, Volume 4: Assessment (pp. 203–238). Oxford, England: Elsevier Science.Google Scholar
Kaufman, A.S., Lichtenberger, E.O., Fletcher-Janzen, E., & Kaufman, N.L. (2005). Essentials of the K-ABC-II Assessment. New York: John Wiley & Sons.Google Scholar
Kaufman, A.S., Lichtenberger, E.O., Naglieri, J.A. (1999). Intelligence testing in the schools. In Reynolds, C.R. & Gutkin, T. (Eds.), The Handbook of School Psychology (3rd ed.) (pp. 307–349). New York: Wiley.Google Scholar
Kaufman, A.S., & McLean, J.E. (1986). K-ABC/WISC-R factor analysis for a learning disabled population. Journal of Learning Disabilities, 19, 145–153.CrossRefGoogle ScholarPubMed
Kaufman, A.S., & O'Neal, M.R. (1988). Analysis of the cognitive, achievement, and general factors underlying the Woodcock-Johnson Psycho-Educational Battery. Journal of Clinical Child Psychology, 17, 143–151.CrossRefGoogle Scholar
Kavale, K.A., Kaufman, A.S., Naglieri, J.A., & Hale, J. (2005). Changing procedures for identifying learning disabilities: The danger of poorly supported ideas. The School Psychologist, 59, 16–25.Google Scholar
Kavale, K.A., Kauffman, J.M., Bachmeier, R.J., & LeFever, G.B. (2008). Response-to-intervention: Separating the rhetoric of self-congratulation from the reality of specific learning disability identification. Learning Disability Quarterly, 31, 135–150.Google Scholar
Larson, N.W. (2005). “The time has come,” the Walrus said, “to speak of many things!” Learning Disability Quarterly, 28, 247–248.CrossRefGoogle Scholar
Lichtenberger, E.O., Mather, N., Kaufman, N.L., & Kaufman, A.S. (2004). Essentials of Assessment Report Writing. New York: Wiley.Google Scholar
Luria, A.R. (1966). Higher Cortical Functions in Man. New York: Basic Books.Google Scholar
Luria, A.R. (1980). Higher Cortical Functions in Man (2nd ed.). New York: Basic Books.CrossRefGoogle Scholar
Lyon, G.R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3–27.CrossRefGoogle Scholar
Mather, N. & Healey, W.C. (1990). Deposing aptitude-achievement discrepancy as the imperial criterion for learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 1(2), 40–48.Google Scholar
Mather, N., & Jaffe, L. (2002). Woodcock-Johnson III: Recommendations, Reports, and Strategies. New York: Wiley.Google Scholar
Mather, N., & Wendling, B. (2005). Linking cognitive assessment results to academic interventions for students with learning disabilities. In Flanagan, D.P. & Harrison, P.L. (Eds.), Contemporary Intellectual Assessment: Theories, Tests, and Issues (2nd ed., pp. 269–294). New York: Guilford Publications.Google Scholar
McLean, J.E., Reynolds, C.R., & Kaufman, A.S. (1990). WAIS-R subtest scatter using the profile variability index. Psychological Assessment: The Journal of Consulting and Clinical Psychology, 2, 289–292.CrossRefGoogle Scholar
Naglieri, J.A. (2001). Cognitive Assessment System: A test built from the PASS theory. In Kaufman, A.S. & Kaufman, N.L. (Eds.), Learning Disabilities: Psychological Assessment and Evaluation (pp. 141–177), Cambridge, England: Cambridge University Press.Google Scholar
Naglieri, J.A., & Pickering, E. (2003). Helping Children Learn: Intervention Handouts for Use in School and at Home. Baltimore, MD: Brookes.Google Scholar
Orton, S.T. (1925). Word-blindness in school children. Archives of Neurology and Psychiatry, 14, 581–615.CrossRefGoogle Scholar
Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development, 15, 1–12.CrossRefGoogle Scholar
Reschly, D.J. (2005). Learning disabilities identification: Primary intervention, secondary intervention, and then what?Journal of Learning Disabilities, 38, 510–515.CrossRefGoogle Scholar
Reynolds, C.R. (2005, August). Considerations in RTI as a method of diagnosis of learning disabilities. Paper presented at the Annual Institute for Psychology in the Schools of the American Psychological Association, Washington DC.
Schiff, M.M., Kaufman, A.S., & Kaufman, N.L. (1981). Scatter analysis of WISC-R profiles for learning disabled children with superior intelligence. Journal of Learning Disabilities, 14, 400–404.CrossRefGoogle ScholarPubMed
Shaywitz, S. (2003). Overcoming Dyslexia: A New and Complete Science-based Program for Overcoming Reading Problems at Any Level. New York: Alfred Knopf.Google Scholar
Siegel, L.S. (1989). Why we do not need intelligence test scores in the definition and analyses of learning disabilities?Journal of Learning Disabilities, 22, 514–518.CrossRefGoogle Scholar
Sperry, R.W. (1968). Hemisphere deconnection and unity in conscious awareness. American Psychologist, 23, 723–733.CrossRefGoogle ScholarPubMed
Stanovich, K.E. (1999). The sociopsychometrics of learning disabilities. Journal of Learning Disabilities, 32, 350–361.CrossRefGoogle ScholarPubMed
Stern, W. (1938). General Psychology from the Personalistic Standpoint. New York: Macmillan Company.CrossRefGoogle Scholar
Vellutino, F.R. (2001). Further analysis of the relationship between reading achievement and intelligence: A response to Naglieri. Journal of Learning Disabilities, 34, 306–310.CrossRefGoogle Scholar
Wechsler, D. (1974). Wechsler Intelligence Scale for Children – Revised. San Antonio: Psychological Corporation.Google Scholar
Willis, J.O., & Dumont, R.P. (2002). Guide to Identification of Learning Disabilities (3rd ed.). Peterborough, NH: authors. Available from authors: print copy from johnzerowillis@yahoo.com or CD from dumont @fdu.eduGoogle Scholar
Woodcock, R.W., McGrew, K., & Mather, N. (2001). Woodcock-Johnson Tests of Cognitive Abilities and Tests of Achievement (3rd ed.). Rolling Meadows, IL: Riverside Publishing.Google Scholar
Zach, L.J. (2005). Déjà vu all over again: The current controversy over the identification of learning disability. The School Psychologist, 59, 151–155.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×