메뉴 건너뛰기




Volumn 43, Issue 8, 2006, Pages 889-899

Critical issues for the diagnosis of learning disabilities in the adult population

Author keywords

[No Author keywords available]

Indexed keywords


EID: 33750503386     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20196     Document Type: Article
Times cited : (16)

References (48)
  • 1
    • 0003600480 scopus 로고    scopus 로고
    • American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. Washington, DC: American Psychological Association
    • American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing (2nd ed.). Washington, DC: American Psychological Association.
    • (1999) Standards for Educational and Psychological Testing (2nd Ed.)
  • 3
    • 33750511228 scopus 로고    scopus 로고
    • Americans with Disabilities Act of 1990, Pub. L. No. 101-336, 104 Stat. 327
    • Americans with Disabilities Act of 1990, Pub. L. No. 101-336, 104 Stat. 327.
  • 4
    • 0026455647 scopus 로고
    • Learning disabilities: The changing landscape
    • Bateman, B. (1992). Learning disabilities: The changing landscape. Journal of Learning Disabilities, 25, 29-36.
    • (1992) Journal of Learning Disabilities , vol.25 , pp. 29-36
    • Bateman, B.1
  • 5
    • 84948105872 scopus 로고    scopus 로고
    • Developing a strong program of construct validation: A test anxiety example
    • Benson, J. (1998). Developing a strong program of construct validation: A test anxiety example. Educational Measurement: Issues and Practice, 17, 10-22.
    • (1998) Educational Measurement: Issues and Practice , vol.17 , pp. 10-22
    • Benson, J.1
  • 6
    • 0009168030 scopus 로고    scopus 로고
    • Learning disabilities diagnosis in post-secondary students: A comparison of discrepancy-based diagnostic models
    • N. Gregg, C. Hoy, & A. Gay (Eds.). New York: Guilford Press
    • Brackett, J., & McPherson, A. (2006). Learning disabilities diagnosis in post-secondary students: A comparison of discrepancy-based diagnostic models. In N. Gregg, C. Hoy, & A. Gay (Eds.), Adults with learning disabilities: Theoretical and practical perspectives (pp. 68-84). New York: Guilford Press.
    • (2006) Adults with Learning Disabilities: Theoretical and Practical Perspectives , pp. 68-84
    • Brackett, J.1    McPherson, A.2
  • 7
    • 21144464988 scopus 로고
    • Component spelling skills of college students with childhood diagnoses of dyslexia
    • Bruck, M. (1993). Component spelling skills of college students with childhood diagnoses of dyslexia. Learning Disability Quarterly, 16, 171-184.
    • (1993) Learning Disability Quarterly , vol.16 , pp. 171-184
    • Bruck, M.1
  • 9
    • 0033066525 scopus 로고    scopus 로고
    • The properties of equally and differentially weighted WAIS-III factor scores
    • Caruso, J.C., & Cliff, N. (1999). The properties of equally and differentially weighted WAIS-III factor scores. Psychological Assessment, 11(2), 198-206.
    • (1999) Psychological Assessment , vol.11 , Issue.2 , pp. 198-206
    • Caruso, J.C.1    Cliff, N.2
  • 10
    • 33750533287 scopus 로고    scopus 로고
    • The role of extended time and item content on a high-stakes mathematics test
    • Cohen, A.S., Gregg, N., & Deng, M. (2005). The role of extended time and item content on a high-stakes mathematics test. Learning Disabilities Research and Practice, 20(4), 225-233.
    • (2005) Learning Disabilities Research and Practice , vol.20 , Issue.4 , pp. 225-233
    • Cohen, A.S.1    Gregg, N.2    Deng, M.3
  • 12
    • 0036350418 scopus 로고    scopus 로고
    • Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and reading achievement during childhood and adolescence
    • Evans, J.J., Floyd, R.G., McGrew, K.S., & Leforgee, M.H. (2002). Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and reading achievement during childhood and adolescence. School Psychology Review, 31(2), 246-262.
    • (2002) School Psychology Review , vol.31 , Issue.2 , pp. 246-262
    • Evans, J.J.1    Floyd, R.G.2    McGrew, K.S.3    Leforgee, M.H.4
  • 16
    • 28444439506 scopus 로고    scopus 로고
    • Changing procedures for identifying learning disabilities: The danger of perpetuating old ideas
    • Fletcher, J.M., & Reschly, D.J. (2005). Changing procedures for identifying learning disabilities: The danger of perpetuating old ideas. The School Psychologist, 59, 10-15.
    • (2005) The School Psychologist , vol.59 , pp. 10-15
    • Fletcher, J.M.1    Reschly, D.J.2
  • 18
    • 0037371042 scopus 로고    scopus 로고
    • Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years
    • Floyd, R.G., Evans, J.J., & McGrew, K.S. (2003). Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years. Psychology in the Schools, 40, 155-171.
    • (2003) Psychology in the Schools , vol.40 , pp. 155-171
    • Floyd, R.G.1    Evans, J.J.2    McGrew, K.S.3
  • 21
    • 14244272788 scopus 로고    scopus 로고
    • Discourse complexity of college writers with and without disabilities
    • Gregg, N., Coleman, C., & Davis, M. (2002). Discourse complexity of college writers with and without disabilities. Journal of Learning Disabilities, 35(11), 23-28.
    • (2002) Journal of Learning Disabilities , vol.35 , Issue.11 , pp. 23-28
    • Gregg, N.1    Coleman, C.2    Davis, M.3
  • 24
    • 33750520854 scopus 로고    scopus 로고
    • Paradigms and theories: Changing and challenging
    • N. Gregg, C. Hoy, & A. Gay (Eds.). New York: Guilford Press
    • Gregg, N., & Ferri, B. (1996). Paradigms and theories: Changing and challenging. In N. Gregg, C. Hoy, & A. Gay (Eds.), Adults with learning disabilities: Theoretical and practical perspectives (pp. 21-54). New York: Guilford Press.
    • (1996) Adults with Learning Disabilities: Theoretical and Practical Perspectives , pp. 21-54
    • Gregg, N.1    Ferri, B.2
  • 25
    • 32844474214 scopus 로고    scopus 로고
    • Documenting decoding and spelling accommodations for postsecondary students demonstrating dyslexia - It's more than processing speed
    • Gregg, N., Hoy, C., Flaherty, D.A., Norris, P., Coleman, C., Davis, M., et al. (2005). Documenting decoding and spelling accommodations for postsecondary students demonstrating dyslexia - It's more than processing speed. Learning Disabilities: A Contemporary Journal, 3(2), 1-17.
    • (2005) Learning Disabilities: A Contemporary Journal , vol.3 , Issue.2 , pp. 1-17
    • Gregg, N.1    Hoy, C.2    Flaherty, D.A.3    Norris, P.4    Coleman, C.5    Davis, M.6
  • 26
    • 0033245659 scopus 로고    scopus 로고
    • Definitions and eligibility criteria applied to the adolescent and adult population with learning disabilities across agencies
    • Gregg, N., Scott, S., McPeek, D., & Ferri, B. (1999). Definitions and eligibility criteria applied to the adolescent and adult population with learning disabilities across agencies. Learning Disability Quarterly, 22(3), 213-223.
    • (1999) Learning Disability Quarterly , vol.22 , Issue.3 , pp. 213-223
    • Gregg, N.1    Scott, S.2    McPeek, D.3    Ferri, B.4
  • 27
    • 0002453179 scopus 로고
    • Civil rights for disabled Americans: The foundation of a political agenda
    • A. Gartner & T. Joe (Eds.). New York: Praeger
    • Hahn, H. (1987). Civil rights for disabled Americans: The foundation of a political agenda. In A. Gartner & T. Joe (Eds.), Images of the disabled, disabling images (pp. 181-203). New York: Praeger.
    • (1987) Images of the Disabled, Disabling Images , pp. 181-203
    • Hahn, H.1
  • 28
    • 0035644517 scopus 로고    scopus 로고
    • WISC-III predictors of academic achievement for children with learning disabilities: Are global and factor scores comparable?
    • Hale, J.B., Fiorello, C.A., Kavanagh, J.A., Hoeppner, J.B., & Gaitherer, R.A. (2001). WISC-III predictors of academic achievement for children with learning disabilities: Are global and factor scores comparable? School Psychology Quarterly, 16(1). 31-35.
    • (2001) School Psychology Quarterly , vol.16 , Issue.1 , pp. 31-35
    • Hale, J.B.1    Fiorello, C.A.2    Kavanagh, J.A.3    Hoeppner, J.B.4    Gaitherer, R.A.5
  • 29
    • 7544221275 scopus 로고    scopus 로고
    • Specific learning disability classification in the new Individuals with Disabilities Education Act: The danger of good ideas
    • Hale, J.B., Naglieri, J.A., Kaufman, A.S., & Kavale, K.A. (2004). Specific learning disability classification in the new Individuals with Disabilities Education Act: The danger of good ideas. The School Psychologist, 58, 6-13.
    • (2004) The School Psychologist , vol.58 , pp. 6-13
    • Hale, J.B.1    Naglieri, J.A.2    Kaufman, A.S.3    Kavale, K.A.4
  • 30
    • 0009165661 scopus 로고    scopus 로고
    • Clinical model versus discrepancy model in determining eligibility for learning disabilities services at a rehabilitation setting
    • N. Gregg, C. Hoy, & A. Gay (Eds.). New York: Guilford Press
    • Hoy, C., Gregg, N., Wisenbaker, J., Bonham, S., King, M., & Moreland, C. (1996). Clinical model versus discrepancy model in determining eligibility for learning disabilities services at a rehabilitation setting. In N. Gregg, C. Hoy, & A. Gay (Eds.), Adults with learning disabilities: Theoretical and practical perspectives (pp. 55-67). New York: Guilford Press.
    • (1996) Adults with Learning Disabilities: Theoretical and Practical Perspectives , pp. 55-67
    • Hoy, C.1    Gregg, N.2    Wisenbaker, J.3    Bonham, S.4    King, M.5    Moreland, C.6
  • 31
    • 33750510621 scopus 로고    scopus 로고
    • Individuals with Disabilities Education Act (IDEA) Amendments of 1997, PL 105-17, 20 U.S.C. 1400 et seq.
    • Individuals with Disabilities Education Act (IDEA) Amendments of 1997, PL 105-17, 20 U.S.C. 1400 et seq.
  • 32
    • 84860018880 scopus 로고    scopus 로고
    • Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), Pub. L. No. 108-446, 118 Stat. 2647 (2004). [Amending 20 U.S.C. §§1400 et seq.]
    • Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), Pub. L. No. 108-446, 118 Stat. 2647 (2004). [Amending 20 U.S.C. §§1400 et seq.]
  • 34
    • 0001887483 scopus 로고
    • Setting the record straight on learning disability and low achievement: Implications for policy-making
    • Kavale, K.A., Fuchs, D., & Scruggs, T.E. (1994). Setting the record straight on learning disability and low achievement: Implications for policy-making. Learning Disability Research & Practice, 9, 70-77.
    • (1994) Learning Disability Research & Practice , vol.9 , pp. 70-77
    • Kavale, K.A.1    Fuchs, D.2    Scruggs, T.E.3
  • 35
    • 32844469331 scopus 로고    scopus 로고
    • Changing procedures for identifying learning disabilities: The danger of poorly supported ideas
    • Kavale, K.A., Kaufman, A.S., Naglieri, J.A., & Hale, J. (2005). Changing procedures for identifying learning disabilities: The danger of poorly supported ideas. The School Psychologist, 59, 16-25.
    • (2005) The School Psychologist , vol.59 , pp. 16-25
    • Kavale, K.A.1    Kaufman, A.S.2    Naglieri, J.A.3    Hale, J.4
  • 36
    • 32844459516 scopus 로고    scopus 로고
    • Specific learning disabilities: Clarifying, not eliminating, a construct
    • Mather, N., & Gregg, N. (2006). Specific learning disabilities: Clarifying, not eliminating, a construct. Professional Psychology: Research and Practice, 37(1), 99-106.
    • (2006) Professional Psychology: Research and Practice , vol.37 , Issue.1 , pp. 99-106
    • Mather, N.1    Gregg, N.2
  • 37
    • 33750494240 scopus 로고    scopus 로고
    • The curse of high stakes texts and high abilities: Reactions to Wong v. Regents of the University of California
    • Mather, N., Gregg, N., & Simon, J. (2005). The curse of high stakes texts and high abilities: Reactions to Wong v. Regents of the University of California. Learning Disabilities: A Multidisciplinary Journal, 13, 139-144.
    • (2005) Learning Disabilities: A Multidisciplinary Journal , vol.13 , pp. 139-144
    • Mather, N.1    Gregg, N.2    Simon, J.3
  • 38
    • 33750530966 scopus 로고    scopus 로고
    • Woodcock-Johnson Battery (3rd ed.)
    • A.S. Kaufman & E.O. Lictenberger (Eds). Needham Heights, MA: Allyn & Bacon
    • McGrew, K.S., Ford, L., & Woodcock, R.W. (2002). Woodcock-Johnson Battery (3rd ed.). In A.S. Kaufman & E.O. Lictenberger (Eds). Assessing adolescent and adult intelligence (2nd ed., pp. 562-627). Needham Heights, MA: Allyn & Bacon.
    • (2002) Assessing Adolescent and Adult Intelligence (2nd Ed.) , pp. 562-627
    • McGrew, K.S.1    Ford, L.2    Woodcock, R.W.3
  • 41
    • 84860018248 scopus 로고    scopus 로고
    • Retrieved January 15, 2006
    • National Center on Secondary Education and Transition. (2006). The transition planning process. Retrieved January 15, 2006, from http://www.ncset.org/publications/discussionpaper/
    • (2006) The Transition Planning Process
  • 43
    • 33750521282 scopus 로고    scopus 로고
    • Rehabilitation Act of 1973, Pub. L. No. 93-112, 87 Stat. 355
    • Rehabilitation Act of 1973, Pub. L. No. 93-112, 87 Stat. 355.
  • 46
    • 84860017600 scopus 로고    scopus 로고
    • Retrieved January 15, 2006
    • Schwab (2006). IDEA 2004 close up: Transition planning. Retrieved January 15, 2006 from http://www.schwablearning.org/articles.asp?r=998
    • (2006) IDEA 2004 Close Up: Transition Planning


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.