Use this URL to cite or link to this record in EThOS:
Title: Applying a neuropsychological framework to the assessment of children with learning disability
Author: McLellan-Brown, Emma
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2001
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
The current concept of learning disability is felt by many to be unsatisfactory given the narrowness of the defining criteria (Chapman and Hesketh, 2000; Greenspan, 1999; Accardo and Capute, 1998). For instance, definitions used by the World Health Organisation (1992), American Psychiatric Association (1994), and the American Association on Mental Health (1992), require the identification of only three core features of significantly below average IQ, concurrent social adaptive skill deficit, and childhood onset. However, these definitions ignore important individual factors such as aetiology, neuropsychological function, psychological and psychiatric morbidity. Historically, this lack of specificity has meant that people with different needs have been treated as one group. In turn, this may have led to the potential misinterpretation that learning disability is caused by a general intellectual impairment, despite neuropsychological; evidence for specific cognitive deficits. Subsequently, individual impediments to learning or function may not be taken into account in service provision, and people with learning disability may not have their needs met. This thesis suggests that a more comprehensive assessment of learning disability, that includes neuropsychological and behaviour assessment, may provide a better way of accurately identifying the needs of people with learning disability, and that relying on a Full Scale IQ Score is neither valid not reliable. To this end, twenty-three learning disabled children from the same Special School, aged between 7 and 14, were assessed using the Wechsler Intelligence Scale for Children (3rd ed, Wechsler, 1992); the NEPSY neuropsychology battery (Korkman, Kirk and Kemp, 1998), and the Developmental Behaviour Checklist (Einfield and Tongue 1992). Results suggest that learning disability may appear to be characterised by both global and specific cognitive deficits. Thus, applying a neuropsychological framework may provide a more reliable and valid account of learning disability.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Clin.Psy.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available