On the Attempt to Find WISC-R Profiles for Learning and Reading Disabilities (A Response to Vance, Wallbrown, and Blaha)

Abstract

In this issue we will depart from the typical Programs, Materials, and Techniques column format to include a response by Miller to two recent articles submitted by Vance, Wallbrown, and Blaha that describe the use of WISC-R scoring patterns in planning remediation strategies for learning disabled students. Miller's rebuttal claims that many of the conclusions and interpretations are unjustified. Vance, Wallbrown, and Blaha's rejoinder and a final reply by Miller are offered. Augmenting this theme with new information, Stevenson describes the value of a functional analysis of WISC-R performance in the assessment and remediation of the learning disabled child. Finally, Scull and Brand compare the performance of severely learning disabled children on the Wide Range Achievement Test and the Peabody Individual Achievement Test.