PubMed · 12345470
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M Carpenter. Acceptance speech.. https://pubmed.ncbi.nlm.nih.gov/12345470/
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Intelligence (Wechsler Intelligence Scale for Children R and III, 1992) and written language attainment (BAS Word Reading, Neale Analysis of Reading, Vernon Graded Word Spelling) data for around 250 children attending a specialist school for dyslexics are presented. The Wechsler scales data show some evidence for 'ACID' and 'SCAD' profile effects on the subtests, with specifically weak Index scores on Freedom from Distractibility and Processing Speed. The relationship between intelligence and reading development is also examined, with evidence for significant correlations between intelligence and written language and a longitudinal study showing that there is no 'Matthew' or drop-off effect in intelligence. The attainments tests demonstrate that the widening gap between a dyslexic's chronological age and his/her attainments can be closed, and how attainments may be monitored within the context of 'growth curves'. The results are discussed in relation to recent reports (e.g. B.P.S. on Dyslexia, Literacy and Psychological Assessment) on the relationship between intelligence and attainments and it is concluded that this report could be seriously misleading for practising educational psychologists.
In contrast to physical characteristics, the developmental and behavioural characteristics of children with Sotos syndrome are not well documented. Data from a survey of 27 children (17 males and 10 females; mean age 10 years 7 months; range 6 to 15 years) with mild and moderate learning disabilities were obtained concerning school placement, social networks, adaptive competence, and behavioural problems and compared with a control group matched for cognitive level and age. Ten children attended a mainstream school (with remedial assistance), eight were placed in a school for children with learning disabilities, nine children attended other special schools. Social contact problems and anxious behaviour were reported as the most prominent characteristics of children with Sotos syndrome. Some implications for psychological counselling and educational support are discussed.