Articlegreen1992

The Role of Cognitive Distractibility in Special Education Diagnosis

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Developmental and Educational Neuropsychology Behavioral and Psychological Studies Attention Deficit Hyperactivity Disorder

Abstract

The three factor scores that Kaufman (1975) measured on the Weschler Intelligence Scale for Children-Revised (Freedom from Distractibility, Perceptual Organization, and Verbal Comprehension) were compared among students referred and/or placed in special education. Three diagnostic groups were compared: behavioral disordered (BD) , learning disabled (LD) and students who were referred but not placed in special education. Results indicated a significant factor structure difference on the WISC-R for the BD and LD diagnostic groups, but not for the referred but not placed students. However, only the LD group manifested a significantly lower distractibility factor score when compared to the referred but not placed group. Hence, they appear to be more distractible than the BD group— a finding opposite of that expected. An imbalance among the factors measured on the WISC-R appears to be a significant factor to consider in the diagnosis of a handicapping condition.

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1979Intelligent testing with the WISC-R 1987Characteristics of Students Placed in Special Programs for the Seriously Emotionally Disturbed 1989Longitudinal Research on the Behavioral Characteristics of Children with Learning Disabilities 1987Behavioral Indicators of Temperament and Personality in the Inactive Learner 1978Distinguishing learning-disabled and emotionally disturbed children on the WISC-R.1978Factor analysis of WISC-R scores for children identified as learning disabled, educable mentally impaired, and emotionally impaired 1977Patterns of emotional disturbance on the WISC-R 1981Factor Structure of the WISC-R for Children Identified as Learning Disabled

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