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首页> 外文期刊>Psychology in the schools >DIFFERENTIAL ABILITY SCALES - SECOND EDITION (NEURO)PSYCHOLOGICAL PREDICTORS OF MATH PERFORMANCE FOR TYPICAL CHILDREN AND CHILDREN WITH MATH DISABILITIES
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DIFFERENTIAL ABILITY SCALES - SECOND EDITION (NEURO)PSYCHOLOGICAL PREDICTORS OF MATH PERFORMANCE FOR TYPICAL CHILDREN AND CHILDREN WITH MATH DISABILITIES

机译：差异能力量表-典型儿童和有数学障碍的儿童数学表现的第二版（NEURO）心理预测指标

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摘要

Concerns about the ability-achievement discrepancy method for specific learning disability (SLD) determination led to alternative research-based methods, such as failure to respond to intervention. Neither of these regulatory methods address the statutory SLD definition, which explicitly includes a deficit in basic psychological processes. Examining neuropsychological processing differences among typical children and children with math SLD, commonality analyses revealed that Differential Ability Scales - Second Edition (DAS-II) predictors accounted for more achievement variance in typical children (46% to 58%) than in children with math SLD (33% to 50%), with substantial loss of predictive validity when General Conceptual Ability was used instead of subcomponent scores. Results suggest that differences in typical predictor-outcome relationships may provide a foundation for developing specific cognitive and academic interventions for children with math SLD. (C) 2008 Wiley Periodicals, Inc.
机译：对用于特定学习障碍（SLD）的能力成就差异方法的担忧导致了其他基于研究的方法，例如对干预措施没有反应。这些监管方法均未解决法定的SLD定义，该定义明确包括基本心理过程的缺陷。通过对典型儿童和数学SLD儿童的神经心理处理差异进行检查，共同性分析显示，差异能力量表-第二版（DAS-II）预测因素在典型儿童中的成就差异（46％至58％）比数学SLD儿童更大（33％到50％），当使用一般概念能力而不是子成分评分时，预测有效性会大大降低。结果表明，典型的预测结果关系中的差异可能为开发针对数学SLD的儿童的特定认知和学术干预措施提供基础。 （C）2008 Wiley期刊公司

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