Changes in Ability and Achievement Scores Over Time: Implications for Children Classified as Learning Disabled

Abstract

This study examined the effects of WISC-III IQ changes on the IQ-achievement discrepancy required for special education eligibility in the area of Specific Learning Disabled. Within a sample of 224 students with learning disabilities, WISG-III scores were significantly lower when compared to WISC-R scores. No significant changes occurred in achievement scores as measured by the Woodcock-Johnson Revised and the Wechsler Individual Achievement Test. As a result, fewer children retested with the WISC-III qualified for LD services. This drop in eligibility rates was evidenced by both the simple difference and regression methods. The possibility that a significant number of students no longer qualify for LD services should raise concern among psychologists and educators alike. In response to these results, emphasis should be placed upon consultation and pre-assessment intervention designed to serve those students who may no longer qualify for services.

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