Assessment of High Incidence Learning Disorders: Isolating Measures with High Discriminant Ability

Abstract

Research into the diagnosis and assessment of high incidence learning disorders has resulted in the proliferation of psychometric and observational techniques which have demonstrated deficits in handicapped children when compared to their normal peers. Despite the considerable information that such instruments have yielded, their efficacy in classifying a child as behavior disordered or learning disabled when compared to school diagnosis has not yet been examined. The present study focused on this issue by employing a discriminant analysis with a number of instruments which have been utilized extensively by researchers. Results indicated that nine of the 11 measures employed had the potential to discriminate behavior disordered children from learning disabled children and their normal peers. Moreover, of practical import to school psychologists, the results of the present study indicated that a high percentage of the children in each of the three groups were classified in categories as originally determined by school psychologists.

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