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profiles of reading- and learning-disabled individuals and has identified reasonable consistency from study to study: Mean scores are highest for Bannatyne s Spatial category and lowest for his Sequential and Acquired Knowledge groupings (Gregg, Hoy, & Gay, 1996; Kaufman, 1979b; Kaufman, 1994a; Kaufman, Harrison, & Ittenbach, 1990; Rugel, 1974). Further, a pattern of low scaled scores on four of the subtests that define the Sequential and Acquired Knowledge categories has particularly shown resilience from one LD sample to another. This quartet makes up the ACID grouping because of the first initials of the four tasks, Arithmetic, Coding, Information, Digit Span. Even though Coding is called Digit Symbol-Coding on the WAIS-III, we will continue to refer to the profile as the ACID pattern inasmuch as that nickname has become entrenched in the literature and has been used by WAIS, WAIS-R, and WAIS-III researchers (Kaufman & Lichtenberger, 1999; Salvia et al., 1988; Vogel, 1986). ACID and Bannatyne Patterns on the WAIS-R for Individuals with Learning Disabilities Table 9.1 summarizes the results of six samples of adolescents and young adults tested on the WAIS-R, three samples are learning disabled, and three are included for comparison purposes. The table presents mean standard scores on the Bannatyne categories, the ACID profile, and the WAIS-R IQ scales. We computed the standard scores for the Bannatyne categories, entering the formulas presented in Kaufman (1990) with the relevant sum of scaled scores derived from group means. For the ACID profile, we derived a conversion formula using Tellegen and Briggs s (1967) simple method (ACID standard score = 1.6 Xss + 36) and substituted group means into the formula. Although these formulas are intended for use only with age-corrected scaled scores, we entered them with the regular scaled scores (the only ones provided) for the four samples having mean chronological ages within the
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20- to 34-year age range encompassed by the WAIS-R reference group. It would have been inappropriate to enter the formulas with the regular scaled scores for the LD sample of 16-year-olds (Sandoval, Sassenrath, & Penaloza, 1988) or for Salvia et al. s (1988) 18.4-year-old control group of nonhandicapped college students. Scaled scores for these groups are simply not comparable to the regular scaled scores because of developmental factors as well as the questionable nature of the WAIS-R norms for adolescents. Consequently, we opted to estimate the age-corrected scaled scores for these two samples by using the mean values presented in the articles (mean subtest scores in the Sandoval article; mean Bannatyne and ACID clusters in the Salvia paper), along with scaledscore Tables 19 and 21 in the WAIS-R Manual (Wechsler, 1981). Although the precise standard scores for the ACID profile and Bannatyne clusters shown in Table 9.1 for the two adolescents samples are estimated values, we believe that they are fairly accurate and that the overall profiles depict each group s relative strengths and weaknesses. As indicated in the table, Salvia et al. s (1988) group of 74 college students with learning disabilities earned an ACID standard score of 101.6, about 1 2 standard deviation below their mean WAIS-R FS-IQ of 108.9. Also, the 11 dyslexic adults evaluated by Frauenhelm and Heckerl (1983) scored 76.3 on the ACID profile compared to their WAIS-R FS-IQ of 92 (a difference of more than 1 SD). Despite the small sample of adults with dyslexia, this result is given credence by previous test data: When tested on the WISC more than 15 years previously, they obtained virtually identical IQs and mean scaled scores on the Bannatyne groupings and ACID subtests. Sandoval et al. s sample of 30 16-year-olds with learning disabilities scored about 1 2 standard deviation lower on the ACID subtests than on the Full Scale. Like the data for the tiny sample of dyslexic adults, the results for the small group of 16-year-olds are given additional support by the appearance of a highly similar ACID profile on
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