Sequential and Simultaneous Processing in Children With Learning-Disabilities: An Attempted Replication
K-ABC Sequential (SEQ) and Simultaneous (SIM) Processing scores of 94 children with learning disabilities were analyzed to seek confirmation of processing patterns and factor loadi gs indicated in previous studies (e.g., Kaufman & Kaufman, 1983; Kaufman & McLean, 1986). Confirmatory analyses produced factor patterns generally supportive of the traditional K-ABC Mental Processing structure with the exception of Spatial Memory (SM). A modified factor analysis, allowing SM to load on either factor, produced a significantly better fit to the data. Relative SEQ Processing strengths for the present sample differed from a trend toward SIM Processing strengths in previous studies. Selection criteria and subpopulation differences may have influenced the direction of processing strengths. Results point to implications for generalizing findings across groups of learning disabled children, particularly in predicting successful educational intervention based upon a limited set of preselected subtests.
Journal of Special Education
Bain, S. K.
(1993). Sequential and Simultaneous Processing in Children With Learning-Disabilities: An Attempted Replication. Journal of Special Education, 27(2), 235-246.
Available at: https://aquila.usm.edu/fac_pubs/6503