Date of Award
1987
Publication Type
Doctoral Thesis
Degree Name
Ph.D.
Department
Psychology
Keywords
Psychology, Developmental.
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
Previous characterizations of arithmetic disabled children with intact reading skills have been rather discrepant. The purpose of the present study was to first determine whether or not a sample of arithmetric disabled children with intact reading skills was, in fact, heterogeneous with respect to their patterns of academic performances on the Wide Range Achievement Test (WRAT) Reading, Spelling, and Arithmetic subtests. If this sample of children was indeed heterogeneous, would the resulting subtypes of children differ with respect to their patterns of neurocognitive skills and their ratings on a measure of personality functioning (i.e., PIC: Personality Inventory for Children). A group of 156 children exhibiting WRAT Arithmetic centile scores less than 27 and Reading centile scores greater than 40 were culled from a database of over 4800 children who had been referred to a multi-servive mental health clinic because of suspected central processing deficiencies. All 156 children were between the ages of 9-14 years, obtained Full Scale IQ's between 85-115 on the Wechsler Intelligence Scale for Children (WISC), and were free from any visual or auditory perceptual acuity deficiencies and environmental deprivation. All children spoke English as their primary language. In order to determine if this sample of children was indeed heterogeneous with respect to academic performances, WRAT Reading, Spelling and Arithmetic scores were subjected to several hierarchical clustering procedures. Concurrent validation of the cluster solutions was provided by multivariate and univariate analysis of variance using variables not included in the initial classification: 22 neuropsychological measures and selected PIC scales. Application of the initial cluster analytic techniques and subsequent validation procedures suggested the presence of four subtypes which were differentiated significantly on academic, neurocognitive and personality measures.Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1986 .D458. Source: Dissertation Abstracts International, Volume: 48-07, Section: B, page: 2115. Thesis (Ph.D.)--University of Windsor (Canada), 1987.
Recommended Citation
DELUCA, JOHN WILLIAM, "IDENTIFICATION OF SUBTYPES OF LEARNING-DISABLED CHILDREN WITH ARITHMETIC DISORDERS: A NEUROPSYCHOLOGICAL, MULTIVARIATE ANALYSIS." (1987). Electronic Theses and Dissertations. 2367.
https://scholar.uwindsor.ca/etd/2367