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The research described in this article is part of a larger longitudinal project tracing the lives of a group of individuals with learning disabilities who attended the Frostig Center 20 years ago; this article focuses on the quantitative results of the follow-up study. Data were gathered through case records, public records, current testing, and in-depth interviews. First, changes in independent variables (e.g., socioeconomic status, IQ, life stressors, academic achievement) and dependent variables (e.g., employment status, educational attainment, living arrangements) across data points are described. Second, comparisons between successful and unsuccessful individuals on independent and dependent variables are discussed. Last, three possible predictors of success are identified: IQ, achievement, and "success attributes" (e.g., self-awareness, perseverance, proactivity, emotional stability, goal setting, and social support systems). The composite score on the six success attributes best predicted success at year 20, explaining 49 to 75% of variance, with either IQ or achievement making a minor contribution (0-5%), depending on the outcome measure employed. Implications for intervention and research are also discussed.
Raskind et al. (Fri,) studied this question.