An Analysis of Test Scores Between Language- and/or Learning-Disabled and Minimally Brain-Injured Special Education Students

PDF Version Also Available for Download.

Description

The purpose of this study was to determine significant differences in test scores between LLD and MBI Special Education students. The records of thirty-seven LLD and fifty-six MBI students between the ages of six through eleven were obtained from a small Texas school district. The results indicated no significant differences between groups on WISC Full Scale, Performance and Verbal scales or on WISC subtests scores. No significant differences were found on WRAT scores. Significant differences were found on the Bender-Gestalt Test for Children and the Visual Aural Digit Span Test at the nine- through eleven-year level. No differences were found ... continued below

Physical Description

iv, 32 leaves : illustrations

Creation Information

Peck, Richard L. December 1974.

Context

This thesis is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 11 times . More information about this thesis can be viewed below.

Who

People and organizations associated with either the creation of this thesis or its content.

Chair

Committee Member

Publisher

Rights Holder

For guidance see Citations, Rights, Re-Use.

  • Peck, Richard L.

Provided By

UNT Libraries

The UNT Libraries serve the university and community by providing access to physical and online collections, fostering information literacy, supporting academic research, and much, much more.

Contact Us

What

Descriptive information to help identify this thesis. Follow the links below to find similar items on the Digital Library.

Degree Information

Description

The purpose of this study was to determine significant differences in test scores between LLD and MBI Special Education students. The records of thirty-seven LLD and fifty-six MBI students between the ages of six through eleven were obtained from a small Texas school district.
The results indicated no significant differences between groups on WISC Full Scale, Performance and Verbal scales or on WISC subtests scores. No significant differences were found on WRAT scores. Significant differences were found on the Bender-Gestalt Test for Children and the Visual Aural Digit Span Test at the nine- through eleven-year level. No differences were found at the six- through eight-year level.

Physical Description

iv, 32 leaves : illustrations

Language

Identifier

Unique identifying numbers for this thesis in the Digital Library or other systems.

Collections

This thesis is part of the following collection of related materials.

UNT Theses and Dissertations

Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community.

What responsibilities do I have when using this thesis?

When

Dates and time periods associated with this thesis.

Creation Date

  • December 1974

Added to The UNT Digital Library

  • June 24, 2015, 9:39 a.m.

Description Last Updated

  • Sept. 15, 2016, 8:30 p.m.

Usage Statistics

When was this thesis last used?

Yesterday: 0
Past 30 days: 0
Total Uses: 11

Interact With This Thesis

Here are some suggestions for what to do next.

Start Reading

PDF Version Also Available for Download.

International Image Interoperability Framework

IIF Logo

We support the IIIF Presentation API

Peck, Richard L. An Analysis of Test Scores Between Language- and/or Learning-Disabled and Minimally Brain-Injured Special Education Students, thesis, December 1974; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc663802/: accessed October 17, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .