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Department of Special Education & Multiple Abilities

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Browsing Department of Special Education & Multiple Abilities by Subject "ACQUISITION"

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    Matching variables for research involving youth with Down syndrome: Leiter-R versus PPVT-4
    (Pergamon, 2014) Phillips, B. Allyson; Loveall, Susan J.; Channell, Marie Moore; Conners, Frances A.; University of Alabama Tuscaloosa; University of Kansas; University of California Davis
    Much of what is known about the cognitive profile of Down syndrome (DS) is based on using either receptive vocabulary (e.g., PPTV-4) or nonverbal ability (e.g., Leiter-R) as a baseline to represent cognitive developmental level. In the present study, we examined the relation between these two measures in youth with DS, with non-DS intellectual disability (ID), and with typical development (TD). We also examined the degree to which these two measures produce similar results when used as a group matching variable. In a cross-sectional developmental trajectory analysis, we found that the relation between PPVT-4 and Leiter-R was largely similar across groups. However, when contrasting PPVT-4. and Leiter-R as alternate matching variables, the pattern of results was not always the same. When matched on Leiter-R or PPVT-4, the group with DS performed below that of the groups with ID and TD on receptive grammar and below the group with TD on category learning. When matched on the PPVT-4, the group with ID performed below that of the group with TD on receptive grammar and category learning, but these differences between the groups with ID and TD were not found when matched on the Leiter-R. The results of the study suggest that the PPVT-4 and Leiter-R are interchangeable at least for some outcome measures for comparing youth With DS and TD, but they may produce different results when comparing youth with ID and TD. Published by Elsevier Ltd.
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    Strengths and weaknesses in reading skills of youth with intellectual disabilities
    (Pergamon, 2013) Channell, Marie Moore; Loveall, Susan J.; Conners, Frances A.; University of Alabama Tuscaloosa
    Reading-related skills of youth with intellectual disability (ID) were compared with those of typically developing (TD) children of similar verbal ability level. The group with ID scored lower than the TD group on word recognition and phonological decoding, but similarly on orthographic processing and rapid automatized naming (RAN). Further, phonological decoding significantly mediated the relation between group membership and word recognition, whereas neither orthographic processing nor RAN did so. The group with ID also underperformed the TD group on phonological awareness and phonological memory, both of which significantly mediated the relation between group membership and phonological decoding. These data suggest that poor word recognition in youth with ID may be due largely to poor phonological decoding, which in turn may be due largely to poor phonological awareness and poor phonological memory. More focus on phonological skills in the classroom may help students with ID to develop better word recognition skills. (C) 2012 Elsevier Ltd. All rights reserved.