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dc.contributor.authorTaylor, Amber Brueggemann
dc.date.accessioned2014-03-04T16:19:40Z
dc.date.available2014-03-04T16:19:40Z
dc.date.issued2008-08
dc.identifier.othertaylor_amber_b_200808_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/taylor_amber_b_200808_phd
dc.identifier.urihttp://hdl.handle.net/10724/25064
dc.description.abstractThis review of the literature and study attempted to clarify the debate surrounding LD diagnosis by offering a new diagnostic model based on the principles of academic and functional impairment. We first reviewed the strengths and weaknesses of current LD diagnostic approaches. Next, we proposed a method for diagnosing LD that presumes core symptoms of below average academic achievement and associated impairment in other domains of functioning, particularly adaptive functioning, which is modeled on the successful decades old approach to mental retardation diagnosis. Finally, latent class analysis was employed to identify a group of students with low achievement scores associated with a level of functional impairment indicative of the presence of a learning disability. The scores were then transformed to percentile ranks to allow for comparison to other instruments. The learning disability class accounted for 30% of the sample. The implications for classification of children with learning disabilities are discussed and the suggestions for research point in several promising directions.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectLearning disabilities
dc.subjectFunctional impairment
dc.subjectDiagnosis
dc.titleRedefining learning disabilities
dc.title.alternativean academic impairment model of identification
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorSchool Psychology
dc.description.advisorRandy Kamphaus
dc.description.committeeRandy Kamphaus
dc.description.committeeJonathan Campbell
dc.description.committeeAmy Reschly
dc.description.committeeJoseph Wisenbaker


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