Cognitive, Academic, and Behavioral Findings in Children with Suspected and Documented Neurological Dysfunction

F. William Black

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Developmental and Educational Neuropsychology Cognitive Abilities and Testing Educational and Psychological Assessments

Abstract

Intellectual, perceptual, academic, and behavioral comparisons were made for matched samples of elementary school children with suspected and documented neurological dysfunction. Significant differences were obtained between samples on most intellectual (WISC) variables, with all comparisons favoring the suspected neurological dysfunction sample. The samples did not differ appreciably on perceptual, academic, and two of three behavioral variables, suggesting that the pattern of performance for the two samples in areas highly relevant for education wus similar. WISC Verbal-Performance discrepancies exceeding 15 points were relatively good predictors of documented neurological dysfunction.

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References

1965Influence of cerebral lesions on psychological test performances of older children.1973Neuropsychological significance of lateralized deficits on the Grooved Pegboard Test for older children with learning disabilities.1974Wisc verbal-performance discrepancies as indicators of neurological dysfunction in pediatric patients 1968An Evaluation of the Halstead-Reitan Category Tests for Children 1966Patterns of deficits in relation to severity of cerebral dysfunction in children and adults.1973Identification of brain dysfunction syndromes in children through profile analysis: Patterns associated with so-called "minimal brain dysfunction."

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