Predicting academic aptitude for a high school learning -disabled sample
The current archival study examined the ability of earlier Woodcock Johnson Revised achievement scores and/or Wechsler Intelligence scores in predicting scholastic Assessment Test (SAT) performance in the 12th grade for a learning disabled sample. Subjects included 69 public high school classified students from the suburban upper-middle class Westchester area. Criteria for consideration of inclusion in the study were: graduation from the special education program between 1998–2002, WISC-III, WJ-R, WAIS-III and SAT test scores. The study was designed to evaluate the predictive utility of various patterns of performance already tenuously established for students with learning difficulties. These patterns include ACID, SCAD and Verbal < Performance splits. This study utilized a regression model to predict performance on the SAT. It was determined whether or not a student underachieved on the SAT. Performance on the WISC-III and WAIS-III were evaluated to determine if patterns existed and to determine, if such patterns predicted under-achievement on the SAT. Changes in performance from the WISC-III to the WAIS-III that predicted performance on SAT were also examined. The results of this study provided a prediction model for school psychologists working with learning disabled students, which may assist in predicting which Learning Disabled students may not perform well on the SAT. Such insight may generate more effective programming for special education students. Implications for school psychologists and suggestions for further research were also discussed.
Cognitive therapy|Psychological tests|Special education
Almeida, Deborah Coelho, "Predicting academic aptitude for a high school learning -disabled sample" (2003). ETD Collection for Pace University. AAI3092075.
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