Detroit Tests Of Learning Aptitude Research Articles

Book Review: Detroit Tests of Learning Aptitude - Third Edition

Book Review: Detroit Tests of Learning Aptitude - Third Edition

Caveat Examiner: Beware Clever Students

The administration procedures for the Design Sequences subtest from the Detroit Tests of Learning Aptitude (Third Edition) contain an anomaly which makes it possible for astute examinees to discover a significant shortcut to solving the visual memory task. Discovery of this serendipitous “key” would give some examinees a distinct advantage on the subtest. The time needed to locate target designs is shortened thereby decreasing the time interval during which forgetting occurs. Once the key is uncovered, a significant portion of the memory task evaporates. This could yield artificially inflated memory scores for some students. An alternate administration procedure is proposed keeping in mind the problems attendant upon evaluating data obtained with nonstandardized administrations.

Organization and Structure of the Detroit Tests of Learning Aptitude (DTLA-2)

The intercorrelations among the 11 subtests of the DTLA-2 for a portion of the standardization sample were subjected to both factor analysis and cluster analysis. None of the resulting factors or clusters corresponded exactly to any of the eight composites into which the subtests are partitioned, nor did the composites account well for the intercorrelations. Thus the organization of the DTLA-2 does not appear to reflect the actual structure of the instrument.

Discrepancies between Composite Quotients on the Detroit Tests of Learning Aptitude

A portion of the standardization data for the Detroit Tests of Learning Aptitude (DTLA-2) was analyzed to investigate various psychometric properties of the discrepancies between composite quotients. Information is provided on the reliabilities of the discrepancies, the discrepancies required for significance, the discrepancies obtained by various percentages of the standardization sample, and the intercorrelations of the discrepancies. The reliabilities of the discrepancies were found to be quite high (.86 to .88), and their intercorrelations acceptably low (- .62 to .49). These findings testify to the psychometric respectability of the discrepancies, but their clinical utility is as yet untested.

Book Review: Detroit Tests of Learning Aptitude (DTLA-2)

Book Review: Detroit Tests of Learning Aptitude (DTLA-2)

Receptive Language of Gifted and Learning Disabled‐Gifted Children

Abstract Three tests of receptive language were administered to thirty children enrolled in regular, gifted, and learning disabled‐gifted programs. Analyses of variance indicated that the Token Test for Children differentiated the learning disabled‐gifted children and the Verbal Absurdities Subtest of the Detroit Tests of Learning Aptitude differentiated the gifted children from the other two groups.

A measure of short-term visual memory based on the WISC-R coding subtest.

Adapted the Coding subtest of the WISC-R to provide a measure of visual memory. Three hundred and five children, aged 8 through 12, were administered the Coding test using standard directions. A few seconds after completion the key was taken away, and each was given a paper with only the digits and asked to write the appropriate matching symbol below each. This was termed "Coding Recall." To provide validity data, a subgroup of 50 Ss also was administered the Attention Span for Letters subtest from the Detroit Tests of Learning Aptitude (as a test of visual memory for sequences of letters) and a Bender Gestalt recall test (as a measure of visual memory for geometric forms). Coding Recall means and standard deviations are reported separately by sex and age level. Implications for clinicans are discussed. Reservations about clinical use of the data are given in view of the possible lack of representativeness of the sample used and the limited reliability and validity of Coding Recall.

Teaching the LD Child to Read Through Visual Imagery

Those of us who have worked with learning-disabled children over a period of years know of children whom we cannot seem to teach no matter how motivated they (and we!) are. Barry was such a child. He was referred to our Florida learning laboratory in January, 1972. At that time he was twelve years, nine months old and was failing the sixth grade in all subjects except mathematics. He has been socially promoted for a number of years, and had received daily instruction in a reading resource center for the past three years. In spite of these efforts he was functioning two and one half years below grade level in reading as measured by the Peabody Individual Achievement Test (PI AT). His spelling was equally poor. His IQ, as measured by the Wechsler Intelligence Scale for Children, was in the superior range. Barry was accepted into the learning laboratory and a remedial program was devised based on the results of the Detroit Tests of Learning Aptitude (DTLA) and the Slingerland Screening Tests for Identifying Children with Specific Language Disability. Although standard remedial techniques were employed, very little progress was noted until an approach utilizing words in pictures was implemented. Visual imagery has been used as a mnemonic aid by classical orators (Jones 1974), mnemonists

Predicting Success and Failure of Learning Disabled Children on Academic Tasks

AbstractThe purpose of this study was to test the hypothesis that the performance of learning disabled (LD) children on academic tasks depends on the presence or absence of a match between optimal response mode and method of task presentation. In this study the Detroit Tests of Learning Aptitude (DTLA) and the procedure described by Owen, Braggio, and Ellen were used to determine the optimal response modes of LD children. On the basis of pretest-posttest comparisons, the performance of LD children on the DTLA could be characterized as one of three different optimal response modes (covert, vocal, or visual-manual). Then, it was shown that by knowing the LD child’s optimal response mode, it was possible to predict performance on a paired-associate task. For all children the level of correct performance on the paired-associate task was higher when the stimulus items were presented using a method of task presentation similar to the LD child’s optimal response mode, and lower when the method of task presentati...

Response Patterns Characteristic of Verbal Expressive Disorders

This paper examines the need to analyze free expression as part of an overall expressive language evaluation in school age children. Use of the Social Adjustment B subtest of the Detroit Tests of Learning Aptitude is advocated for this purpose. Seven language characteristics are identified which may help in recognizing disorders of self-expression. Of the three identified groups of language impaired children, one group which is particularly vulnerable for associated school problems is discussed.

A profile graph for interpreting the Detroit Tests of Learning Aptitude

Diagnostic information from any test is of little value unless the results can be interpreted to parents and teachers in ways they can understand and find useful. The Profile Graph for Selected Subtests of the Detroit Tests of Learning Aptitude was designed as a diagnostic aid to focus interpretation of Detroit results on intraindividual ability strengths and weaknesses as related to a child's own expected level of functioning. Using the Profile Graph can expedite communication to parents and teachers and facilitate educational placement and program planning decisions for learning disabled children.

Relationships of the McCarthy Scales of Children's Abilities and the Detroit Tests of Learning Aptitude

A correlational study of the Detroit Tests of Learning Aptitude and the McCarthy Scales of Children's Abilities was conducted. In this sample of 111 children with a mean age of 5 yr. 8 mo., specific subtests or scales of each instrument were compared and analyzed. General ability or skill measures of both instruments represented the highest levels of correlation and shared, or common, variance. The only specific learning abilities assessed by both instruments and demonstrating common variance were determined in the motor and/or perceptual areas. Few relationships were determined for verbal or quantitative abilities as assessed by either instrument.

Use of the Detroit Tests of Learning Aptitude with EMR

Use of the Detroit Tests of Learning Aptitude with EMR

In criticism of the Detroit tests of learning aptitude.

In criticism of the Detroit tests of learning aptitude.