tailieunhanh - Essentials of child psychopathology - part 8

điểm cấp với điểm số lớp thực tế không phải là thống kê âm thanh và có khả năng để lấy được kết luận không hợp lệ. Một thực tế phổ biến hơn trong việc xác định các tiêu chí khác biệt là chuyển đổi điểm học tập với điểm số tiêu chuẩn và so sánh trực tiếp với chỉ số IQ. | SPECIFIC LEARNING DISABILITIES 213 DON T FORGET An IQ score is a standard score with a mean of 100 and a standard deviation of an individual with an IQ of 100 would have a discrepancy of 1 standard deviation if the academic score was expressed as a standard score of 85 standard deviations for a score of 78 or 2 standard deviations for a score of 70. CAUTION Using this method a student with an IQ of 140 would be considered to be significantly behind if the academic score was 125 which is within the Superior range . However a student with an IQ of 85 would have to have an academic score of 70 Borderline range to qualify as SLD. grade scores with actual grade scores is not statistically sound and likely to derive invalid conclusions. A more common practice in defining the discrepancy criterion is to convert academic scores to standard scores and compare these directly with IQ scores. Using this method discrepancies between 15 to 22 points 1 to standard deviations are most commonly used to determine a significant discrepancy between IQ and academic performance. Although this method works well in the middle ranges IQ scores at the upper and lower levels tend to bring criticisms such as that made earlier by Dr. Pasternak. Furthermore the discrepancy model is also problematic when children s IQ scores are compromised by processing problems underlying the learning disability Sattler 2002 . Despite the inherent difficulties in applying the discrepancy criteria there continues to be strong support Kavale Forness McMillan 1998 Sattler 2002 for retaining the model to determine eligibility for SLD programs. According to Sattler 2002 the emphasis at this time should be on conducting research to determine the best method of using the model. See Appendix C for an IDEA04 update. PREVALENCE It is very difficult to determine prevalence rates for SLDs because there is wide variability among published studies regarding how SLD is defined and measured. CAUTION .