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Neuropsychological Differences Between College Students with Learning Disabilities and Those with Mild Head Injury

Sue R. Beers is a research associate at the Highland Drive Veterans Administration Medical Center and a senior fellow in the Department of Psychiatry at Western Psychiatric Institute and Clinic (WPIC). She is conducting research in clinical neuropsychology that involves adult learning disabilities, head injury, and the rehabilitation of memory, as well as the cognitive sequelae of systemic lupus erythematosus. Address: Sue R. Beers, VA Medical Center, Research (151R), 7180 Highland Dr., Pittsburgh, PA 15206.

Gerald Goldstein

Gerald Goldstein is a Department of Veterans Affairs Career Research Scientist and a professor of psychiatry and psychology at the University of Pittsburgh. His major research area is clinical neuropsychology, and he has also participated in studies of adults with learning disabilities.

Lynda J. Katz

Lynda J. Katz is an associate professor of health and rehabilitation sciences, psychiatry, and education at the University of Pittsburgh. She is the director of Psychiatric Rehabilitation and Assessment Services at WPIC and has written numerous articles and chapters in the area of psychiatric rehabilitation, specific learning disabilities, rehabilitation administration, and mainstreaming in education. Her current research activities involve the relationship between neuropsychological parameters of behavior and successful occupational functioning in persons with psychiatric disabilities and attention deficit disorder in adults.

College students with learning disabilities (LD) and those with a history of mild head injury (MHI) are two groups whose learning problems are not adequately addressed. We administered a comprehensive battery of neuropsychological, psychological, and academic achievement tests to college students with learning problems (LD, n = 35; MHI, n = 25) and a control group (n = 22), and completed a series of discriminant function analyses. A combination of six neuropsychological and psychoeducational test variables produced statistically significant differences among the three groups. The instruments were sensitive to LD, MHI, and the differences between them. The students with LD performed poorly on linguistically oriented psychoeducational tests, whereas the students with MHI showed cognitive deficits in visual-spatial skills and in the areas of attention, memory, and novel problem solving. Differential interventions addressing these deficits appear to be indicated.

Journal of Learning Disabilities, Vol. 27, No. 5, 315-324 (1994)
DOI: 10.1177/002221949402700508


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