当前位置: X-MOL 学术School Psychology › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Differences in specific learning disability identification with the Woodcock-Johnson IV.
School Psychology ( IF 2.945 ) Pub Date : 2019-11-01 , DOI: 10.1037/spq0000336
Jared T Izumi 1 , Matthew K Burns 1 , Craig L Frisby 1
Affiliation  

The Ability Achievement Discrepancy model remains the primary identification method used by school personnel. This study examined identification of a specific learning disability using the Ability Achievement Discrepancy model with the Woodcock-Johnson IV (WJ-IV). Two different test scores can be used to represent the ability construct: one that maintains the overlap between intelligence quotient (IQ) and basic psychological processes (i.e., general intellectual ability) and one that mostly removes the overlap between IQ and basic psychological processes (i.e., fluid-crystallized intelligence). The study included 3,736 individuals from the WJ-IV standardization sample to ascertain whether different proportions of individuals were identified by the 2 methods as well as identify which tests contributed to the differences. χ2 tests of independence and absolute ratios were used to examine the proportion of individuals identified; a multivariate analysis of variance and follow-up Tukey honestly significant differences were conducted to determine whether the groups of individuals identified in each model differed on their academic achievement scores, and Mann-Whitney U tests were used to identify the tests that contributed to differences in identification rates. The results indicated that different proportions of individuals were identified as a function of the IQ score used, even though achievement scores were generally similar across identification methods. Black students were overrepresented and White students were underrepresented compared with their proportion in the total sample. Discrepancy profiles largely varied as a function of the internal psychometrics of the WJ-IV rather than characteristics of the individual. Implications for practice and methodological limitations are reviewed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译:

Woodcock-Johnson IV在特定学习障碍识别方面的差异。

能力成就差异模型仍然是学校人员使用的主要识别方法。这项研究使用伍德考克-约翰逊四世(WJ-IV)的能力成就差异模型检查了特定学习障碍的识别。可以使用两种不同的测试分数来表示能力构建:一种保持智商(IQ)与基本心理过程(即一般智力)之间的重叠,另一种主要消除智商与基本心理过程之间的重叠(即,流体结晶智能)。该研究包括来自WJ-IV标准化样本的3736名个体,以确定通过这两种方法是否识别出不同比例的个体,并确定哪些测试导致了差异。χ2检验独立性和绝对比率用于检验确定的个体比例。进行了方差和后续多图变量的多变量分析,坦白地说,我们进行了重大差异以确定在每个模型中确定的个人群体的学业成绩是否不同,并且使用了Mann-Whitney U检验来确定导致差异的方法。识别率。结果表明,尽管成就分数在不同的鉴定方法中通常相似,但不同比例的个体被鉴定为所使用的IQ分数的函数。与黑人学生的比例相比,黑人学生的比例高,白人学生的比例低。差异概况很大程度上取决于WJ-IV的内部心理测度,而不是个人特征。对实践和方法学局限性的含义进行了回顾。(PsycINFO数据库记录(c)2019 APA,保留所有权利)。
更新日期:2019-11-01
down
wechat
bug