B - 07 Rorschach Differences between Reading and Mathematic Impairment in Specific Learning Disorders (SLDs).

Abstract

To identify differences based on perceptions of the Rorschach test between individuals who were diagnosed with Specific Learning Disorder of Reading (LDR) and Mathematics (LDM) impairment. Participants were selected from a deidentified database from a large Southeastern university. The group assignment of the diagnoses were made according to the criteria of the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; American Psychiatric Association, 1994). Participants were divided into those with diagnosed LDR (n = 38, 50% white, Mage = 28, SD = 9.82, education Med = 14.02, SD = 2.05) and LDM (n = 41, 61% white, Mage = 29, SD = 11.98, education Med = 13.59, SD = 1.40). The groups were compared on demographic variables (age, education level, race, gender, and handedness) but there were no significant across the variables. Analysis of Variance (ANOVA) compared the means to test the difference between groups on the Rorschach variables. Individuals with diagnosed LDR had significantly higher levels of Form-Color Ratio (FC, F(1,79) = 5.664, p = 0.02; (M = 2.4471, SD = 2.13). No other Rorschach variables were found to be significant in individuals diagnosed with LDR or LDM. Overall the differences between the groups were minimal suggesting that the Rorschach variables were not important. The increase in FC may suggest individuals with LDR have increased difficulties in emotional regulation, processing speed, and executive functioning. Individuals with LDR may therefore struggle with aspects of daily living. Given the lack of differences, the Rorschach may not be the most useful assessment in understanding underlying workings of individuals with LDR or LDM. Additional projective assessments or future developments of individualized assessments would be useful in treating the learning disorder community.