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Cluster Analysis of Children and Adolescents with Brain Damage and Learning Disabilities Using Neuropsychological, Psychoeducational, and Sociobehavioral Variables

Dorothy L. Williams, PhD, was a professional musician and taught oboe and recorder for 10 years before beginning formal study of psychology. She is currently involved in diverse research endeavors with the Department of Neurology at the Indiana University Medical School, where she is examining neurotoxicity, genetically transmitted dementia, and learning disabilities. Dr. Williams will be entering the Indiana University School of Medicine in the fall of 1992. Address: Dorothy L. Williams, 3328 Devereaux Dr., Indianapolis, IN 46208.

Betty E. Gridley

Betty E. Gridley, PhD, is associate professor of educational psychology and research design consultant in university computing services at Ball State University. Dr. Gridley teaches personality and preschool assessment in the school psychology program. Her main research interests are in measurement and test validation and application of multivariate statistical techniques.

Kathleen Fitzhugh-Bell

Kathleen Fitzhugh-Bell, PhD, is director of the Neuropsychology Section of Indiana University School of Medicine and professor in the Department of Neurology and Department of Psychiatry. She received her PhD in clinical psychology from Purdue University.

The purpose of the study was to employ psychoeducational, neuropsychological, and sociobehavioral (Conners Rating Scale) variables in determining if definable subtypes exist within a diverse population of subjects with learning disabilities (LD) and documented brain damage. The sample of 95 subjects (27% female and 73% male) had been referred for neuropsychological assessment at a large, Midwestern medical center. Mean age was 10.6 years. Brain damage (BD) was documented for 45% of the sample. The first cluster analysis employed neuropsychological, psychoeducational, and sociobehavioral data and revealed four interpretable clusters. A second cluster analysis excluded sociobehavioral data and yielded two interpretable clusters. In neither analysis did a cluster consist exclusively of BD or LD subjects. Results were interpreted as supporting the importance of the sociobehavioral component in LD subtyping, as well as supporting the contention that parallels may exist in cerebral function and/or structure between the LD and BD classifications.

Journal of Learning Disabilities, Vol. 25, No. 5, 290-299 (1992)
DOI: 10.1177/002221949202500504


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