This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Levine, M. D. Articles by Ferb, T. Search for Related Content PubMed PubMed Citation Articles by Levine, M. D. Articles by Ferb, T. Social Bookmarking                         What's this?

The Child as a Diagnostic Participant

Helping Students Describe Their Learning Disorders

Melvin D. Levine is chief of Ambulatory Pediatrics at Children's Hospital Medical Center in Boston and associate professor of pediatrics at Harvard Medical Srhool. He received his MD degree from Harvard University.

Simon Clarke, MD

Simon Clarke is director of the Outpatient Department at Westmeade Center in Westmeade, WSW, Australia.

Thomas Ferb, PhD

Thomas Ferb is former research director of the Brookline Early Education Project at Brookline, Massachusetts. He received his PhD degree in psyichology at Harvard University. Requests for reprints should be addressed to Dr. Levine at Children's Hospital Medical Center, 300 Longwood Ave., Boston. Mass. 02115.

With the ongoing development of new models of interdisciplinary evaluation of children with learning problems, the perspective of the student himself has received relatively scant attention. This study reports on the use of the Self-Administered Student Profile in children 9 years old and above. The instrument consists of a list of quotations gathered from children with learning disorders. These are classified according to the area of developmental dysfunction most likely to be relevant. A pilot study was performed in clinics at The Children's Hospital Medical Center in Boston. Children proved to be quite candid in acknowledging areas of developmental dysfunction. Difficulties relating to language, cognitive tempo (impulsivity), and memory were indicated most commonly. Through the use of questionnaires, parent and teacher perspectives were compared to the students' own impressions. Findings from clinic testing also were used. The students' self-assessments were more likely to agree with the diagnostic impressions of the school than with the clinic or parents. It is suggested that the Self-Administered Student Profile can be a useful adjunct in the diagnostic process and can enhance students' insight into their own learning difficulties.

Journal of Learning Disabilities, Vol. 14, No. 9, 527-530 (1981)
DOI: 10.1177/002221948101400908


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				P. Albinger Stories From the Resource Room: Piano Lessons, Imaginary Illness, and Broken-Down Cars J Learn Disabil, December 1, 1995; 28(10): 615 - 621. [Abstract] [PDF]

				A. J. Roffman, J. E. Herzog, and P. M. Wershba-Gershon Helping Young Adults Understand Their Learning Disabilities J Learn Disabil, August 1, 1994; 27(7): 413 - 419. [Abstract] [PDF]

				P. Phillips A Self-Advocacy Plan for High School Students with Learning Disabilities: A Comparative Case Study Analysis of Students', Teachers', and Parents' Perceptions of Program Effects J Learn Disabil, October 1, 1990; 23(8): 466 - 471. [Abstract] [PDF]

				S. Vaughn and C. S. Bos Knowledge and Perception of the Resource Room: The Students' Perspective J Learn Disabil, April 1, 1987; 20(4): 218 - 223. [Abstract] [PDF]

				L. Rappaport, M. D. Levine, C. Aufseeser, and R. A. Incerto Children's Descriptions of Their Developmental Dysfunctions: Field Testing of a Self-Administered Student Profile Arch Pediatr Adolesc Med, April 1, 1983; 137(4): 369 - 374. [Abstract] [PDF]