Differential Ability Scales – Second Edition (Neuro)psychological Predictors of Math Performance for Typical Children and Children with Math Disabilities
Concerns about the ability-achievement discrepancy method for specific learning disability (SLD) determination led to alternative research-based methods, such as failure to respond to intervention. Neither of these regulatory methods address the statutory SLD definition, which explicitly includes a deficit in basic psychological processes. Examining neuropsychological processing differences among typical children and children with math SLD, commonality analyses revealed that Differential Ability Scales – Second Edition (DAS-II) predictors accounted for more achievement variance in typical children (46% to 58%) than in children with math SLD (33% to 50%), with substantial loss of predictive validity when General Conceptual Ability was used instead of subcomponent scores. Results suggest that differences in typical predictor-outcome relationships may provide a foundation for developing specific cognitive and academic interventions for children with math SLD.
Psychology in the Schools
Hale, James B.; Fiorello, Catherine A.; Dumont, Ron; Willis, John O.; Rackley, Christopher; and Elliott, Collin, "Differential Ability Scales – Second Edition (Neuro)psychological Predictors of Math Performance for Typical Children and Children with Math Disabilities" (2008). PCOM Scholarly Papers. 82.
This article was published in Psychology in the Schools, Volume 45, Issue 9, November 2008, Pages 838–858.
The published version is available at http://dx.doi.org/10.1002/pits.20330
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