{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc2501"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc2501","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Assessing Learning Disabilities: Effectiveness of the Symbol Language and Communication Battery (SLCB)","abstract":"This study examined whether the Symbol Language and Communication Battery (SLCB), a measure of learning disabilities (Lds), could identify children with Lds. In addition, possible behavioral differences were examined between unidentified and identified children. Eighty-five students (26 with school identified Lds; 59 unidentified) in the 4th and 5th grade participated in the study. Results indicated that the SLCB has good potential as a supplemental/screening measure of Lds. The SLCB was most effective in identifying children when SLCB diagnoses were restricted to the areas of reading, math, and writing. This study also found that teachers reported more behavioral problems in children with an SLCB diagnosis than children without a diagnosis, whereas unidentified children with SCLB diagnoses reported more behavioral problems than identified children.","abstract_html":"This study examined whether the Symbol Language and Communication Battery (SLCB), a measure of learning disabilities (Lds), could identify children with Lds. In addition, possible behavioral differences were examined between unidentified and identified children. Eighty-five students (26 with school identified Lds; 59 unidentified) in the 4th and 5th grade participated in the study. Results indicated that the SLCB has good potential as a supplemental/screening measure of Lds. The SLCB was most effective in identifying children when SLCB diagnoses were restricted to the areas of reading, math, and writing. This study also found that teachers reported more behavioral problems in children with an SLCB diagnosis than children without a diagnosis, whereas unidentified children with SCLB diagnoses reported more behavioral problems than identified children.","abstract_has_math":false,"creators":["Schraufnagel, Caitlin D."],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Silverthorn, Persephanie","Mahoney, Michael J."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2000,"date_issued":"2000-05","date_published":"2000-05","updated_at":"2026-07-24T05:34:52Z","subjects":["Learning disabilities -- Diagnosis.","SLCB","reading","learning disabilities","psychological testing","behavioral problems"],"languages":["English"],"rights":["Public","Copyright","Schraufnagel, Caitlin D.","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 49930741","untcat: b2374750","https://digital.library.unt.edu/ark:/67531/metadc2501/","ark: ark:/67531/metadc2501"],"render_values":[{"text":"oclc: 49930741","href":null,"code":true},{"text":"untcat: b2374750","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc2501/","href":"https://digital.library.unt.edu/ark:/67531/metadc2501/","code":true},{"text":"ark: ark:/67531/metadc2501","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc2501","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Silverthorn, Persephanie","Mahoney, Michael J."]},{"key":"dc:creator","label":"Author","values":["Schraufnagel, Caitlin D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2000-05"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Learning disabilities -- Diagnosis.","SLCB","reading","learning disabilities","psychological testing","behavioral problems"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Schraufnagel, Caitlin D.","Copyright is held by the author, unless otherwise noted. 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The SLCB was most effective in identifying children when SLCB diagnoses were restricted to the areas of reading, math, and writing. This study also found that teachers reported more behavioral problems in children with an SLCB diagnosis than children without a diagnosis, whereas unidentified children with SCLB diagnoses reported more behavioral problems than identified children."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Assessing Learning Disabilities: Effectiveness of the Symbol Language and Communication Battery (SLCB)"]}]}],"canonical_facts":{"dc:contributor":["Silverthorn, Persephanie","Mahoney, Michael J."],"dc:creator":["Schraufnagel, Caitlin D."],"dc:date":["2000-05"],"dc:description":["This study examined whether the Symbol Language and Communication Battery (SLCB), a measure of learning disabilities (Lds), could identify children with Lds. 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