DISCRIMINATIVE VALIDITY OF THE WRAML WITH ADHD AND LD CHILDREN

The Wide Range Assessment of Memory and Learning (WRAML; Sheslow & Ada ms, 1990) is a nationally standardized instrument designed to assess m emory and learning skills in children and adolescents. This study asse ssed the relationship of WRAML scores to WISC-III and WJ-R results in three groups: (a) LD children with reading difficulties, (b) ADHD chil dren, and (c) nonhandicapped referred children. Total sample size was 120. Discriminant function analysis demonstrated that the WRAML provid ed little distinguishing information for ADHD and LD children. Likewis e, the usefulness of the Learning subtests is questionable. It is sugg ested that inclusion of working memory tasks that require reconfigurat ion of material, problem solving, and more complexity may be more bene ficial in identifying processing weaknesses with suspected ADHD and LD youngsters.