@article{ref1,
title="Cluster analysis of children and adolescents with brain damage and learning disabilities using neuropsychological, psychoeducational, and sociobehavioral variables",
journal="Journal of learning disabilities (Thousand Oaks)",
year="1992",
author="Williams, D. L. and Gridley, B. E. and Fitzhugh-Bell, K.",
volume="25",
number="5",
pages="290-299",
abstract="The purpose of the study was to employ psychoeducational, neuropsychological, and sociobehavioral (Conners Rating Scale) variables in determining if definable subtypes exist within a diverse population of subjects with learning disabilities (LD) and documented brain damage. The sample of 95 subjects (27% female and 73% male) had been referred for neuropsychological assessment at a large, Midwestern medical center. Mean age was 10.6 years. Brain damage (BD) was documented for 45% of the sample. The first cluster analysis employed neuropsychological, psychoeducational, and sociobehavioral data and revealed four interpretable clusters. A second cluster analysis excluded sociobehavioral data and yielded two interpretable clusters. In neither analysis did a cluster consist exclusively of BD or LD subjects. <br><br>RESULTS were interpreted as supporting the importance of the sociobehavioral component in LD subtyping, as well as supporting the contention that parallels may exist in cerebral function and/or structure between the LD and BD classifications.<p /><p>Language: en</p>",
language="en",
issn="0022-2194",
doi="",
url="http://dx.doi.org/"
}