Subtyping children's learning disabilities with neuropsychological, intellectual and achievement measures

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dc.contributor.advisor Dean, Raymond S. en_US D'Amato, Rik Carl en_US 2011-06-03T19:24:37Z 2011-06-03T19:24:37Z 1987 en_US 1987
dc.identifier LD2489.Z68 1987 .D36 en_US
dc.description.abstract The present study was an effort to empirically subtype children's learning disabilities. A review of the literature was presented with a focus on current and historical subtypingattempts. A cluster analysis was performed on 1144 school-age learning disabled children who had completed extensive neuropsychologica1, intellectual, and achievement measures. Four interpretable clusters emerged which were seen as (1) Verbal-Sequential-Arithmetic Deficits, (2) Motor Speed and Cognitive Flexibility Deficits, (3) Mixed Language/Perceptual Deficits, and a (4) No Deficit Subtype. Not only did these clusters indicate unique profiles for each subtype across the sample, but developmental differences were also apparent between all four clusters. The current investigation suggested the utility of an empirical-neuropsychological approach to subtyping children's learning disabilities, while also portraying the importance of neurodevelopnental considerations of subtypes. Future directions in research were discussed. en_US
dc.description.sponsorship Department of Educational Psychology
dc.format.extent vii, 122 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Learning disabilities -- Classification. en_US
dc.subject.lcsh Learning disabilities -- Psychological aspects. en_US
dc.subject.lcsh Learning disabilities -- Physiological aspects. en_US
dc.title Subtyping children's learning disabilities with neuropsychological, intellectual and achievement measures en_US Thesis (Ph. D.) en_US
dc.identifier.cardcat-url en_US

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  • Doctoral Dissertations [3300]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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