The present study assessed aspects of the cognitive functioning of children who were classified as mentally retarded and referred to psychological services with a learning disability complaint, using an assisted assessment approach. Twenty nine children, ranging from eight to 11 years of age, from first to third school grade, were assessed using constraint-seeking questions with exclusion of alternatives and analogical thought tasks. A delineation by phases was followed and a comparative analysis of the performance of the subjects in the different phases was carried out based on the performance indicators of each task. The assisted assessment allowed for the identification of within group variation and discriminated children who did not show efficiency in the problems solution, required much help, and did not sustain performance after its suspension, from those who were efficient and capable of transference.
Cognitive assessment; assisted assessment; mental retardation; learning disability
