Abstract
Cross-sectional research has identified subtypes of children with learning disabilities who may have distinctive cognitive ability patterns. This study examined the stability over 19 months of academic subtyping classifications for 80 children ages 9 to 13 representing four subtypes of arithmetic disabilities (AD), using three criteria for learning disability identification. Approximately half of the sample retained AD regardless of identification method. Children with pervasive deficits in arithmetic, reading, and spelling displayed the greatest subtype stability. Only one third of the children with the other subtypes, including those with isolated arithmetic deficits, retained their original subtypes. Thus, drawing conclusion's and making recommendations based on academic subtyping at a single point in time may be unwise.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 108-119 |
| Number of pages | 12 |
| Journal | Journal of Learning Disabilities |
| Volume | 32 |
| Issue number | 2 |
| State | Published - Mar 1999 |
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ASJC Scopus subject areas
- Psychiatry and Mental health
- Rehabilitation
- Health Professions(all)
- Education
Cite this
Stability of arithmetic disability subtypes. / Silver, Cheryl H.; Pennett, H. Deborah Lynne; Black, Jeffrey L.; Fair, George W.; Balise, Raymond R.
In: Journal of Learning Disabilities, Vol. 32, No. 2, 03.1999, p. 108-119.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Stability of arithmetic disability subtypes
AU - Silver, Cheryl H.
AU - Pennett, H. Deborah Lynne
AU - Black, Jeffrey L.
AU - Fair, George W.
AU - Balise, Raymond R.
PY - 1999/3
Y1 - 1999/3
N2 - Cross-sectional research has identified subtypes of children with learning disabilities who may have distinctive cognitive ability patterns. This study examined the stability over 19 months of academic subtyping classifications for 80 children ages 9 to 13 representing four subtypes of arithmetic disabilities (AD), using three criteria for learning disability identification. Approximately half of the sample retained AD regardless of identification method. Children with pervasive deficits in arithmetic, reading, and spelling displayed the greatest subtype stability. Only one third of the children with the other subtypes, including those with isolated arithmetic deficits, retained their original subtypes. Thus, drawing conclusion's and making recommendations based on academic subtyping at a single point in time may be unwise.
AB - Cross-sectional research has identified subtypes of children with learning disabilities who may have distinctive cognitive ability patterns. This study examined the stability over 19 months of academic subtyping classifications for 80 children ages 9 to 13 representing four subtypes of arithmetic disabilities (AD), using three criteria for learning disability identification. Approximately half of the sample retained AD regardless of identification method. Children with pervasive deficits in arithmetic, reading, and spelling displayed the greatest subtype stability. Only one third of the children with the other subtypes, including those with isolated arithmetic deficits, retained their original subtypes. Thus, drawing conclusion's and making recommendations based on academic subtyping at a single point in time may be unwise.
UR - http://www.scopus.com/inward/record.url?scp=0033408161&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0033408161&partnerID=8YFLogxK
M3 - Article
C2 - 15499712
AN - SCOPUS:0033408161
VL - 32
SP - 108
EP - 119
JO - Journal of Intellectual Disabilities
JF - Journal of Intellectual Disabilities
SN - 1744-6295
IS - 2
ER -