Volume 11, Issue 3 (1982)
Recategorized WISC-R Scores for Non-Handicapped, Learning Disabled, Emotionally Disadvantaged and Regular Classroom Navajo Children
John A. Zarske, Clay L. Moore
ABSTRACT: WISC-R Verbal, Performance, and Full Scale IQ’s and Bannatynere categorized scores were compared for groups of non-handicapped, educationally disadvantaged, learning disabled,and regular classroom Navajo Indian children. All groups scored relatively low Verbal(below 70) and Full Scale IQ’s when compared with scores on the Performance IQ (average).The predicted Bannatyne pattern failed to occur for the learning disabled group. All four groups were characterized by a Spatial > Sequential > Conceptual pattern similar to that reported by Gutkin (1979) and Zarske and Moore (1981). No definitive evidence was found to support the use of the Bannatyne system with Navajo Indian children, although the sequential category distinguished the learning disabled group from the other groups. Implications of the Acquired Knowledge category and other tests for differential diagnosis were discussed.
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