Saklofske D H, Schmidt H P, Yackulic R A
Percept Mot Skills. 1984 Oct;59(2):415-21. doi: 10.2466/pms.1984.59.2.415.
The WISC-R was administered to 19 learning disabled students at the time of diagnosis and following a period of time in special program placements. Group analyses indicated fluctuations between testing times in the Verbal and Full-Scale IQs and the V-P IQ discrepancies. Small but significant differences in Verbal, Performance and V-P scatter indices were observed at one or both testings in comparison to the normal standardization sample. Although the suggested group pattern for learning disabled children based on the Bannatyne categories was confirmed on both occasions, there was considerable variation for individual subjects.
在诊断时以及在特殊项目安置一段时间后，对19名学习障碍学生进行了韦氏儿童智力量表修订版（WISC-R）测试。组间分析表明，在两次测试期间，言语智商、全量表智商以及言语-操作智商差异存在波动。与正常标准化样本相比，在一次或两次测试中观察到言语、操作和言语-操作离散指数存在虽小但显著的差异。尽管基于班纳泰尼分类法得出的学习障碍儿童组模式在两次测试中均得到证实，但个体受试者之间存在相当大的差异。
