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Factor structure of psychoeducational and neuropsychological measures of learning‐disabled children
Author(s) -
Chittooran Mary Mathai,
D'Amato Rik Carl,
Lassiter Kerry S.,
Dean Raymond S.
Publication year - 1993
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199304)30:2<109::aid-pits2310300202>3.0.co;2-q
Subject(s) - psychology , varimax rotation , developmental psychology , neuropsychology , wechsler adult intelligence scale , wechsler intelligence scale for children , learning disability , test (biology) , clinical psychology , psychometrics , cognition , cronbach's alpha , psychiatry , paleontology , biology
This study investigated the factor structure of psychoeducational and neuropsychological measures used in the assessment of learning‐disabled children. The Wechsler Intelligence Scale for Children‐Revised, the Halstead‐Reitan Neuropsychological Battery, the Peabody Picture Vocabulary Test, and the Wide Range Achievement Test were administered to 934 males and females between the ages of 8 and 16 years. A principal‐components analysis with varimax rotation indicated the existence of seven factors: Verbal Reasoning, Academic Achievement, Visual‐Perceptual Organization, Developmental, Visual‐Motor Speed, Spatial Memory, and Attention and Concentration. Three factors provided new information about the functioning of learning‐disabled children that may need to be considered before comprehensive identification and placement decisions can be offered. Results of this study lend support to the notion of utilizing neuropsychological measures as an adjunct to traditional psychoeducational assessment.