Development of a learning disabilities screening test for adults, 1993-1997

grantor: University of TorontoThis thesis describes two related studies devoted to developing and establishing the validity of a learning disabilities screening test for adults. In the first study a questionnaire was constructed based on a literature review and input from adults known to have learning disabilities. It was administered to 150 college and university students, and adults referred to a psychoeducational clinic for assessment or treatment related to learning disabilities. Factor analysis supported a one-factor model which included items related to eight indicators of learning disabilities: organizational skills deficits, poor impulse control, low self-esteem, social skills deficits, language processing deficits, reading disabilities, arithmetic disabilities, and memory deficits. The purpose of the second study was to assess the reliability and validity of the learning disabilities screen. The screen was administered to 82 participants representing a clinic sample of individuals with learning disabilities and a comparison group of unemployed individuals without learning disabilities, a sample of college students with learning disabilities and a comparison group of college students without learning disabilities, and a sample of university students with learning disabilities and a comparison group of university students without learning disabilities. Scores on the learning disabilities screening test were compared with scores on psychometric tests traditionally used in the assessment of learning disabilities. The results indicated that the learning disabilities screening test does have internal consistency and good test-retest reliability, as well as criterion validity. There was a significant difference in the screen scores between those with and without learning disabilities in the three groups studied: Clinic; College; and University. Cross tabulation categorical analyses were conducted to establish the best cut-off score on the learning disabilities screening test for predicting whether individuals have learning disabilities. Overall, a cut-off score of 4 out of a possible score of 11 was found to produce the least false negatives and false positives. No differences were found in scores on the learning disabilities screen between learning disabilities subgroups of adults with reading disabilities only, arithmetic disabilities only, or reading and arithmetic disabilities. The learning disabilities screening test developed herein may be effective as an instrument to identify adults who are at risk for learning disabilities and should be referred for psychoeducational assessments.Ed.D