Clinical-Diagnostic Use of the WPPSI in Predicting Learning Disabilities in Grade 1

Abstract

The WPPSI was used in a Manhattan, N.Y., public school because administrators, teachers, and parents had asked for help in understanding children who had difficulty in learning to read well, despite special efforts to help them. A preventive intervention DrOgraM was begun based on a clinical study of every first grader. :Forty children were predicted to make normal progress; BC, a group, gave evidence on neurological and perceptual examinations that they might have learning problems; an 12 children were omitted. High risk cases were those with a discrepancy between expectancy and achievement. Comparisons were made of the total groups of high risk and normal progress children, of samples matched for TO and sex, and of subgroups based upon diagnosis within the Intervention (high risk) group. Despite the small diagnostic subgroups, some tentative conclusions can be drawn; (1) the WPPST produced rich clinical material best unders+ool in conjunction with the diagnostic subgroups; (2) the quantitative and qualitative wPPFT material helps in the selection and diagnostic processes and in planning intervention; and (3) it is inadvisable to assume that learning disability is a homogeneous condition manifesting itself in a characteristic cognitive pattern in first grade. WPPSI Profiles for some typical cases and for the diagnostic subgroups are included. (CV) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF CA THIS DOCUMENT HAS EDU BEEN TION CEPRODUCED EXACTLY A5 RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN STING IT. POINTS OF SARIL VIEW R O OPINIONS S STATED DO N,T NECESY REPRENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY Clinical-Diagnostic Use of the WPPSI in Predicting Learning Disabilities in Grade One Rosa A. Hagin, Ph.D. Archie A. Silver, M.D. Carol J. Corwin, B.A. * From the Department of Psychiatry, New York University Medical School. ClinAcal-Diagnostic Use of the WPPSI in Predicting Learning Disabilities in Grade One Assessment of cognitive functioning is a basic aspect of the diagnosis of learning disability. This paper describes the use of the Wechsler Preschool and Primary Scale of Intelligence for this purpose with children whom it has been our privilege to study as an intact Troup of first graders during the past school year. These children attend a public school located on 33rd Street in Manhattan, almost in the shadow of Mew York University Medical Center where our Language Research Unit is housed. The project was initiated in response to a request by school administrators, teachers, and parents for help in understanding children who were not learning to read well, despite such efforts as an afterschool tutoring program, provision of textbooks emphasizing urban content, linguistically-based readers, and special groups for children for whom English was a second language. This was not an idle complaint. Survey of group test scores indicated that in 1968: 61% of the first graders had earned scores in the lowest two categories of the Metropolitan Readiness test 40% of the second graders scored below second grade on reading tests given near the end of second grade 58% of the sixth graders scored below grade on reading tests given near the end of sixth grade decided to offer a preventive program based upon clinical study of every first grader. This study would utilize methods developed over the past twenty years at our Language Research Unit, with an interdisciplinary approach to diagnosis forming the basis for treatment planning. The intervention aspect, and as much of the diagnostic work as possible,