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Mean Bannatyne, ACID, and IQ scores of groups of learning-disabled adolescents and adults on the WAIS-R Learning-Disabled Samples Comparison Samples Prisonersd College Studentsa (N = 74) Dyslexic Adultsb (N = 11) 16 Year Oldsc (N = 30) Poor Readers (N = 319) Adequate Readers (N = 246) Normal College Studentsa (N = 74)
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Category Bannatyne Verbal Conceptualization Spatial Sequential Acquired Knowledge ACID WAIS-R IQ Verbal Performance Full Scale
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aData from Salvia et al. (1988). Mean age = 22.2 years for LD college students and 18.4 years for the normal college students. bData from Frauenheim and Heckerl (1983). Mean age = 27 years. cData from Sandoval et al. (1988). Mean age = 16 years. dData from Kender et al. (1985). Mean ages equal 31.5 years (poor readers) and 29.0 (adequate readers). NOTE: Mean standard scores on Bannatyne categories were computed by entering the group mean sum of scaled scores on
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pertinent subtests into the appropriate formula. Mean ACID standard scores were computed in the same way using the formula: ACID = 1.6Xss + 36. Mean age-corrected scaled scores were estimated from the regular scaled scores for Sandoval et al. s (1988) 16-year-olds, and from the mean regular scaled scores on the Bannatyne and ACID groupings for Salvia et al. s (1988) 18-year-old control group. For all other samples, the regular scaled scores were entered into the relevant formulas because their mean ages were within the 20- to 34-year range of the WAIS-R reference group.
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the WISC-R (the group was tested in counterbalanced order on both instruments). Further, comparable patterns were observed on the WAIS in McCue, Shelly, and Goldstein s (1986) investigation of 100 learning-disabled adults (mean age = 24.4); like the learning-disabled samples shown in Table 9.1, McCue et al. s group performed relatively poorly on the ACID subtests (an estimated 1 2 SD below their Full Scale IQ of 88.6). The group with dyslexia (Frauenheim & Heckerl, 1983), the 16-year-old LD sample (Sandoval et al., 1988), and McCue et al. s (1986) 100 adults with learning disabilities tested on the old
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WAIS each obtained highly similar Bannatyne patterns of Spatial > Verbal Conceptualization > Acquired Knowledge and Sequential. Such patterning accords well with much previous research on the WISC-R (Kaufman, Harrison, & Ittenbach, 1990). The poor performance by each of these groups on the ACID subtests actually reflects a merger of their consistent weaknesses in Sequential Ability and Acquired Knowledge. The Spatial superiority of Sandoval et al. s adolescents with learning disabilities must be interpreted cautiously, however, because 40% of the sample was Hispanic, a group often characterized by P > V
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profiles on Wechsler s scales, especially when the samples are children and adolescents (Kaufman, 1994a; Valencia & Suzuki, 2001). (In contrast, Hispanic adults have not displayed a notable P > V profile on the WAIS-III; see 4.) Despite the persistence of the Bannatyne and ACID patterns from childhood to adulthood for Frauenheim and Heckerl s (1983) group of adults with dyslexia and the occurrence of discrepancies of 1 2 to 1 SD between FS-IQ and ACID standard score, there is reason for caution: Spreen and Haaf (1986), in their investigation of LD subtypes of people followed up longitudinally, gave some evidence that, in individual cases, the ACID profile does not persist from childhood to adulthood. Forty-six adults diagnosed with learning disabilities were administered the WAIS-III (Psychological Corporation, 1997). A proportion of this sample had depressed subtest scores on ACID subtests. Specifically, 24% exhibited a partial ACID profile and 6.5% exhibited a full ACID profile, both of which are proportions greater than seen in the normal population. However, the WAIS-III results obtained for the sample of adults with learning disabilities suggest that the discrepancies between indexes may be a more meaningful way to characterize their strengths and weaknesses. In the group with learning disabilities, the WMI was significantly lower than the VCI and the PSI was significantly lower than the POI for about 30 to 40% of the subjects. In light of these findings with indexes, a profile combining the WMI and PSI index may be useful in examining LD. A SCALD profile (Symbol Search, Coding, Arithmetic, Letter-Number-Sequencing, Digit Span) may be useful to investigate by clinicians and researchers working with adults with LD (Kaufman & Lichtenberger, 1999). Exceptions among College Students with Learning Disabilities, Especially Females Salvia et al. s (1988) college students with learning disabilities performed relatively low on Ban-
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natyne s Sequential grouping but unlike samples of children with learning disabilities, or adults with learning disabilities who have not gone to college their greatest strength was not the Spatial category. This college sample did best on WAIS-R Verbal Conceptualization, probably reflecting the fact that students with learning disabilities who attend college are the elite among LD samples and have achieved far more than others with a similar disability. Blalock s (1987) 91 adults with learning disabilities (36 either in college or college graduates) and Vogel s 31 female college students with learning disabilities also scored higher on Bannatyne s WAIS Verbal Conceptualization than Spatial category; a third sample of 57 college students with learning disabilities scored about equally well on both WAIS groupings (Cordoni, O Donnell, Ramaniah, Kurtz, & Rosenshein, 1981). In addition, 211 applicants for a special college program for students with learning disabilities (161 given the WAIS, 50 given the WAIS-R) performed about equally well on the Verbal Conceptualization and Spatial categories, a finding that held for female as well as male applicants (Ackerman, McGrew, & Dykman, 1987). Both Cordoni et al. s (1981) and Ackerman et al. s (1987) samples performed extremely poorly on Bannatyne s Sequential and Acquired Knowledge categories and on the ACID profile; Blalock s (1987) group scored especially low on the Sequential category and ACID subtests; and Vogel s (1986) female sample with learning disabilities had decided weaknesses on Acquired Knowledge and the ACID profile. With striking consistency in study after study of LD samples of adolescents and adults tested on the WISC, WISC-R, WAIS, or WAIS-R, the group means reflect substantial and occasionally striking decrements on the ACID profile and on Bannatyne s Sequential grouping. Deficits on Acquired Knowledge occur frequently but are less predictable, especially for college students with learning disabilities; again, better performance on verbal tasks, whether conceptual or achievement-oriented, is not overly surprising
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