Comparison of Self-concept Ratings and Scoring Patterns on Selected Instruments with Learning Disabled/attention Deficit Disorder, Learning Disabled, Tested-not-diagnosed, and Normal Preadolescents
註釋 The purpose of this study was to determine if Learning Disabled/Attention Deficit Disorder (LD/ADD) preadolescents scored lower on the Piers-Harris Children's Self-Concept Rating Scale (PHCSCS) than the following three groups: Learning disabled (LD), tested-not-diagnosed (TND), and normal preadolescents. The secondary purpose was to analyze scoring patterns of the four groups on the following standardized tests: Wide Range Achievement Test-Revised (WRAT-R), Bender Gestalt Test, Burks' Behavior Rating Scales (BBRS). Test results were analyzed to determine if LD/ADD preadolescents scored significantly differently on the tests than their peers. The 174 students were administered the PHCSCS by this researcher and test results were obtained for the other instruments used in this study. ANOVA was used to analyze results from the PHCSCS for all four groups. A Scheffe's multiple comparison demonstrated that the LD/ADD and normal group significantly differed from each other at the p {dollar} 