Date Awarded


Document Type


Degree Name

Doctor of Education (Ed.D.)




This study investigated a method to compare the effect of verbal language disability on measures of intelligence of young handicapped children. The purpose was to discover whether differences exist in the measures of intelligence when the verbal language requirements of an intelligence test are systematically varied. Two standardized tests that vary in the verbal stimulus response requirements were administered to 102 children ages 2-10 years classified as special education students in Hampton, Virginia.;Children were grouped according to patterns of performance on these tests: (a) LIPS 8+ > MSCA, (b) LIPS (DBLTURN) MSCA, (c) MSCA 8+ > LIPS, where 8 = ('(+OR-))2 SEm (p < .05). A Pearson's Correlation Coefficient (r) was used to compare test results. The significance of the similarities and differences of the groups was tested using a Z statistic.;It was hypothesized that measures of intelligence of many young handicapped children are biased when testing procedures require verbal information processing. Results indicated that 65.6% of the handicapped population sampled had IQ scores that were greater then two standard errors of measurement and MA's that were 6-12 months higher on the Leiter than the McCarthy. Nineteen % of the sample had IQ scores and MA's that were approximately equal. Seven % had higher McCarthy GCI and MA's. The differences between the first two groups were significant at the .05 level z = 2.37.;The results indicated that verbal language disabilities significantly influenced intelligence test scores for many young handicapped children. In addition, the two tests, when used together, differentiated the children's information processing and learning styles. This data is directly applicable to teaching and remediation strategies.



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