LONGITUDINAL CHANGES OF COGNITIVE PATTERNS IN SUBGROUPS OF LEARNING DISABLED STUDENTS AS REFLECTED IN BANNATYNE'S RECATEGORIZATION OF THE WISC-R
Abstract
This study assesses the utility of Bannatyne's recategorization of subtest scale scores on the WISC-R (Wechsler, 1974). The obtained subtest scores were recategorized in the manner suggested by Bannatyne (1974) into Spatial, Conceptual, Sequential, and Acquired Knowledge categories. Sixty LD students were equally divided into three homogeneous subgroups. Twenty normal students were included as a control group. The students were initially evaluated in first and second grade. A complete evaluation including a medical history and WISC-R was administered. Students were re-evalated in junior high school. The purpose of the study was to examine: (1) the use of Bannatyne's WISC-R subtest score recategorization hierarchy as it relates to different subgroups of the LD population each of which is definitionally homogeneous, and (2) to determine whether cognitive abilities characteristic of young LD and normal children change with age or remain constant between childhood and adolescence. The data collected were analyzed using 4 x 2 x 4 repeated measures Analysis of Variance. Planned comparisons with the Newman Keul's method were made among selected means. Five research hypotheses were addressed and statistically analyzed. The predicted Bannatyne pattern for the groups with learning difficulties was not confirmed when recategorized WISC-R scores were averaged across two testings. Statistical comparisons of Bannatyne's recategorization scores for LD birth complication and LD premature groups revealed significant differences between first and second testing. No significant changes occurred with the LD uninvolved and normals. The results are discussed relative to their implications for instructional options and assessment methodologies. Directions for future research are suggested. Finally, the importance of focusing research efforts on specific homogeneous populations (e.g., LD birth complications) is illustrated.
Recommended Citation
MERCIER, PATRICIA ANN, "LONGITUDINAL CHANGES OF COGNITIVE PATTERNS IN SUBGROUPS OF LEARNING DISABLED STUDENTS AS REFLECTED IN BANNATYNE'S RECATEGORIZATION OF THE WISC-R" (1983). Dissertations (1962 - 2010) Access via Proquest Digital Dissertations. AAI8410842.
https://epublications.marquette.edu/dissertations/AAI8410842