Date of Award
Specialist in Education (Ed.S.)
Norman H. Hamm
The three factor scores that Kaufman (1975) measured on the Weschler Intelligence Scale for Children-Revised (Freedom from Distractibility, Perceptual Organization, and Verbal Comprehension) were compared among students referred and/or placed in special education. Three diagnostic groups were compared: behavioral disordered (BD) , learning disabled (LD) and students who were referred but not placed in special education. Results indicated a significant factor structure difference on the WISC-R for the BD and LD diagnostic groups, but not for the referred but not placed students. However, only the LD group manifested a significantly lower distractibility factor score when compared to the referred but not placed group. Hence, they appear to be more distractible than the BD group— a finding opposite of that expected. An imbalance among the factors measured on the WISC-R appears to be a significant factor to consider in the diagnosis of a handicapping condition.
Nigro, Mavis A., "The Role of Cognitive Distractibility in Special Education Diagnosis" (1992). Student Work. 282.