Use of the LPAD for Cognitive Enrichment of a Deaf Child

Abstract

In response to limitations of traditional cognitive assessment with a deaf population, the authors explored the viability of utilizing the Learning Potential Assessment Device (LPAD), and related mediational procedures. Results of the case study, whose subject had been labeled a slow learning deaf female, indicated that the LPAD might be utilized to provide comprehensive assessment information leading to a reclassification of her intelligence and to highly specific and prescriptive educational recommendations. In addition, utilization of the mediational program resulted in major improvements in task performance by the deaf child. In conclusion, the authors express their hope that this project might encourage fundamental changes in evaluation and intervention procedures, help to enrich the learning of deaf individuals and enhance the techniques of school psychologists.