Characteristics of children referred for evaluation of school difficulties who have adequate academic achievement scores.
J Learn Disabil
; 33(5): 489-500, 2000.
Article
em En
| MEDLINE
| ID: mdl-15495550
ABSTRACT
Forty children (7 to 11 years old) referred for evaluation of learning problems, who had scores within the normal range on standardized measures of academic achievement, were compared to 81 similarly referred children who had scored low (< 90) on at least one measure of academic achievement. We tested the hypothesis that children with normal achievement scores who are referred for evaluation of learning problems show neuropsychological profiles comparable to those of children with low achievement. Referral problems, school history, IQ, academic achievement, and neuropsychological function were evaluated. Referred children with normal achievement scores came from more advantaged backgrounds and had less intensive academic interventions, higher IQs, and better decoding skills. Nonetheless, the two groups showed similar neuropsychological profiles. Vulnerability to complexity and decreased automaticity were prominent. Normal-range achievement test scores among children referred for evaluation should not be regarded as indicating absence of neurodevelopmental vulnerability.
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Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Encaminhamento e Consulta
/
Deficiências do Desenvolvimento
/
Deficiências da Aprendizagem
Tipo de estudo:
Etiology_studies
/
Observational_studies
/
Risk_factors_studies
Limite:
Child
/
Female
/
Humans
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Male
Idioma:
En
Revista:
J Learn Disabil
Ano de publicação:
2000
Tipo de documento:
Article
País de afiliação:
Estados Unidos