Differences between Mildly and more Severely Learning-Disabled Children on the Luria-Nebraska Neuropsychological Battery Children's Revision

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Abstract
The Luria-Nebraska Neuropsychological Battery (LNNB)-Children's Revision was administered to 40 learning-disabled (LD) students. Twenty of the children were enrolled in self-contained classrooms (SC-LD) and 20 were in resource programs (R-LD). Significant differences (p < .01) were found between the groups on 4 of the 11 scales of LNNB-Children Revision, with the SC-LD group having more impaired performance. However, no significant differences were found between the groups on any scale when intelligence quotient and achievement scores were used as covariates. The results are discussed in terms of the utility of the battery with LD children.