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WISC-R Types of Learning Disabilities

A Profile Analysis with Cross-Validation

William R. Holcomb received his PhD in counseling psychology in 1979. He currently is coordinator of treatment services at Mid-Missouri Mental Health Center and clinical assistant professor of psychiatry at the University of Missouri. His major research interests include learning disabilities, young adult chronic psychiatric patients, and mental health delivery systems. Address: William R. Holcomb, PhD, Mid-Missouri Mental Health Center, 3 Hospital Dr., Columbia, MO 65201.

Russell A. Hardesty

Russell Hardesty is a consultant or learning disabilities and behavior disorders to schools in Missouri and is director of the Columbia Resource Center, Inc. He received his PhD from the University of Oklahoma in 1973.

Nichoias A. Adams

Nicholas A. Adams is an associate professor of research design and statistics in the Graduate College of Education at the University of Missouri-Columbia. His doctoral concentration was in psychometrics, statistics, and experimental psychology at the American University, Washington, DC.

Howard M. Ponder

Howard Ponder is a self-employed computer consultant in Columbia. Missouri and received his doctorate in education from the University of Missouri-Columbia.

WISC-R profiles of 119 children in five separate learning disabilities (LD) programs were placed in six homogeneous groups using cluster analysis. A cross-validation procedure supported the reliability of the typology. Achievement test scores also significantly differentiated all six types. LD children in two of the six types were characterized as having WISC-R profiles already identified in the literature and displayed possible reading, attention, and sequencing deficits. A third LDtype is similar to the superior IQ LD child, with motor coordination deficits in addition to severe emotional problems. Three other profiles represent children who have low IQ levels that are consistent with their below average school performance and may not represent true LD children. Based upon this typology, suggestions are made for remedial interventions.

Journal of Learning Disabilities, Vol. 20, No. 6, 369-373 (1987)
DOI: 10.1177/002221948702000614


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