FACTOR STRUCTURE OF PSYCHOEDUCATIONAL AND NEUROPSYCHOLOGICAL MEASURESOF LEARNING-DISABLED CHILDREN

This study investigated the factor structure of psychoeducational and neuropsychological measures used in the assessment of learning-disable d children. The Wechsler Intelligence Scale for Children-Revised, the Halstead-Reitan Neuropsychological Battery, the Peabody Picture Vocabu lary Test, and the Wide Range Achievement Test were administered to 93 4 males and females between the ages of 8 and 16 years. A principal-co mponents analysis with varimax rotation indicated the existence of sev en factors: Verbal Reasoning, Academic Achievement, Visual-Perceptual Organization, Developmental, Visual-Motor Speed, Spatial Memory, and A ttention and Concentration. Three factors provided new information abo ut the functioning of learning-disabled children that may need to be c onsidered before comprehensive identification and placement decisions can be offered. Results of this study lend support to the notion of ut ilizing neuropsychological measures as an adjunct to traditional psych oeducational assessment.