Children referred with learning disabled who search psychological aid: intelectual assessmcnt using WISC

• Autor(a) principal: Linhares, Maria Beatriz Martins
• Data de Publicação: 1996
• Outros Autores: Marturano, Edna Maria, Loureiro, Sonia Regina, Machado, Vera Lúcia Sobral, Lima, Sandra Aparecida de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Estudos de Psicologia (Campinas)
• Texto Completo: https://periodicos.puc-campinas.edu.br/estpsi/article/view/12256
• topic: Avaliação psicológica; Dificuldade de aprendizagem escolar; Avaliação intelectual; Psychological assessment; Learning disabilities; Intelectual assessment

Toe aim of thc thc prcsent study was to detect specific indicators of thc problems in the intelectual area associated with a complaint oflearning disabilities using the WISC, a technique routinely used by psycholo­ gists to diagnose learning disabilities, taking into account lhe presence or absense of a request for psycho­ logical aid motivated by a school problem. Seventy-five children were assessed and were divided into three groups: 25 poor school progress children whose families sought psychological aid outsidc thc school; 25 poor school progress children whose families did not seek care and 25 children wilh no school problems. Toe complete W[SC (12 sub-testes) was applied wilhin a process ofpsychopedagogic assesssment, alterna­ ting the verbal and perfomance sub-testes. Toe results showed significant differences between poor school progress children andchildrenwilh no learning problems in overall perfomance on three scales - Full, Verbal and Perfomance.Toe formershowed lower results lhan the latter, who, intum, showed results predominantly whilhin lhe mean ofthcoriginal testsample. Particularly inlhe group ofthechildren wilh Ieaming complaints and who sought heip a greater discrepancy between the verbal and performance area tended to occur, in favor of the Iatter as wcll as more involvcmcnt in thc arca of resistance to distraibility when compared with the other two groups. Toe group of poor school progress children whodid not seek care appeared to be the most heterogeneous ofthe three, tending to be an intermediate group by presenting characteristics close bolh to the group with school complaints and seeking help. This, in tum appeared to be the most homogeneous and the one with most resourses, especially in lhe verbal area.