MOKYMOSI SUTRIKIMŲ TURINČIŲ VAIKŲ WISC-III MATUOJAMŲ GEBĖJIMŲ PROFILIS

Abstract

The aim of the present study was to determine WISC-III index or subtest profiles which could be used to separate children with learning disabilities from those without disabilities. Subjects: 51 children (29,4 % female, 70,6 % male) who had received the diagnosis of learning disability; age range from 7 to 15 years (mean age 10 years). Results indicate that analysis of statistically significant differences between subtest and index scores fails to provide clinically significant information about children with learning disorders: statistically significant score differences occur as often as in general population. Among other indices, Freedom from Distractibility Index score was the lowest. On the subtest level: Picture Arrangement and Block Design scores were higher than the mean of subtest scores, whereas, Digit Span score was lower. Subtests profile analysis suggests that intellectual abilities of children with learning disabilities exhibit strengths of perceptual organization and psychomotor speed, while short-term auditory memory is the weakest ability. KEY WORDS: children, learning disabilities, intelligence, WISC-III, profile, discrepancy anglysis.