Stability of the intelligence quotient-language quotient relation: is discrepancy modeling based on a myth?

Diagnostic and service eligibility decisions are often made on the basis of the relation between assessments of cognitive ability and assessments of language ability. A discrepancy between cognitive and language performance, with cognition being higher, is thought to be a positive predictor of ability to benefit from intervention. This triage model assumes reasonable stability of cognitive and language measures over time. We evaluated the stability, over 1- and 2-year periods, of the relation between a cognitive measure and two language measures. We examined whether the cognitive-language relation for these measures changed significantly over time and whether children remained in the same service eligibility category, based on the discrepancy model, over time. Results indicated substantial changes in the cognitive-language relation over time. Children's eligibility for service, based on the discrepancy model, also fluctuated greatly over time. We conclude that a discrepancy model of triage based on broad cognitive and language measures is not an effective means of determining who should receive service. Alternative triage methods were presented.

Effect of preschool integration for children with disabilities.

This study examined the effects of integration and segregation in a special education preschool program for children with mild to moderate disabilities to determine whether initial level of development differentially influenced gains achieved. No main-effect differences between the two groups appeared on several pretest and posttest measures. Aptitude-by-Treatment analyses revealed than higher performing students gained more from integrated classes, whereas lower performing students gained more from segregated classes. The data suggest careful monitoring of lower functioning students to ensure appropriate academic and social stimulation.

Two approaches to reading instruction with children with disabilities: does program design make a difference?

This study examined the effects on reading achievement of variation in program design and tested the hypothesis this Distar Reading Mastery's (Engelmann & Bruner, 1988b) demonstrated effects with disadvantaged children in Project Follow Through can be generalized to children with disabilities. We compared the effects of two synthetic phonics reading programs, Direct Instruction (DI) Reading Mastery I and II and Addison Wesley's Meet the Superkids and The Superkids' Club, (Rowland, 1982a, 1982b) for 81 children in transitional kindergarten special education classes. No significant achievement differences were evident for the instructional program either at the end of the treatment year, or on follow-up testing 1 year later. However, among children who made advanced progress, the DI group showed larger reading gains.

Direct language instruction and interactive language instruction with language delayed preschool children: a comparison study.

Direct language instruction and interactive language instruction are based on highly distinct theoretical positions and incorporate very different behavioral techniques. A purpose of the present study was to evaluate the relative effectiveness of direct and interactive language instruction in promoting a variety of language skills. A second purpose was to determine if an aptitude and treatment interaction influenced the outcome of intervention. Forty-four children of preschool age were randomly assigned to classrooms using either direct instruction or interactive instruction. After 8 months, children in both settings improved significantly and substantially on syntactic and semantic measures. There were no differences between the two groups at posttest, nor were there any significant aptitude by treatment interactions for either cognitive or language pretest measures. The results of this study, and a careful examination of previously reported interactions, suggest that such an interaction has yet to be demonstrated.

Instability of the intelligence quotient-motor quotient relationship.

The authors evaluated the stability over one- and two-year periods of the relationship between a cognitive measure (McCarthy General Cognitive Index) and a motor measure (McCarthy Motor Scale) to examine whether the cognitive-motor relationship changed significantly over time and whether children remained in the same service eligibility category, based on the cognitive referencing model. Results indicated substantial changes in the cognitive-motor relationship. Over a two-year period, more than 42 per cent of children changed their cognitive-motor relationship by at least 16 points. Children's eligibility for service, based on the cognitive referencing model, also fluctuated substantially over time. The authors conclude that the cognitive referencing model of triage is not an effective means of determining who should receive physical and occupational therapy services. Alternative methods are suggested.