Specific Mathematical Deficiency: Performance Patterns On The Wisc(r).

Abstract

A two-phased investigation evaluated the utility of Bannatyne factor category and subtest patterns on the Wechsler Intelligence Scale for Children - Revised (WISC-R) for diagnosing Specific Mathematical Deficiency (SMD), comparing performance with Reading and Spelling Impaired (RSI) and Normal Achievement Controls (NAC). Right-handed children were selected from public school special education files by differential Wide Range Achievement Test (WRAT) scaled score patterns. Phase I compared N = 14 samples, 8-11 years old, matched by age, race, sex, and Full Scale IQ. Phase II provided supplemental findings and concurrent validation with data from an unmatched sample across a wider age range (N = 108). Data analyses included ANOVA, ANCOVA, Pearson r's, pairwise t-Tests, Profile Analysis, Fisher Exact Probabilities, Chi Square, and qualitative evaluation. Consistent with the literature, the hypotheses were guided by the premise that academic achievement depends upon the integrity of auditory-verbal and visual-spatial part processes, with RSI indicative of a problem with the former process, SMD the latter. Since the WISC(R) primarily assesses these factors it may be used diagnostically because unique performance patterns result. The results dispute prevailing notions and diagnostic practices concerning learning disabilities (LD) while supporting a dynamic, interactive model of cognitive functioning, one influenced by developmental and task related experiential variables. Pertinent findings include a 48.2% error rate of misscored protocols, reflecting the low standard of care observed. SMD are least referred, most misdiagnosed. RSI are correctly perceived. No support was found for factor pattern analysis. Divergent IQ and factor patterns accompany any achievement condition. SMD are the most capable and evidence sound conceptual abilities. Auditory-verbal measures best predict academic achievement, the Digit Span subtest preeminent for RSI, Arithmetic for SMD. There is no basis for treating Digit Span forward and reverse differently for diagnostic purposes. Depressed Spatial factor RSI children demonstrated a memory related 'A.I.D.' subtest pattern. Subtest error patterns predict RSI and SMD well, but poorly discriminate NAC. Prominent developmental trends implicate spatial difficulty for young RSI and SMD, auditory-verbal problems thereafter. A task related factor shift was noted for older SMD. Accumulated evidence suggests that WISC(R) test patterns have only limited diagnostic utility for LD.

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