Article1987

Statistical and Psychometric Issues Surrounding Severe Discrepancy

17 citations0/0 files storedLearning Disabilities Research and Practice

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Developmental and Educational Neuropsychology Psychometric Methodologies and Testing Educational and Psychological Assessments

Abstract

This paper reviews the current understanding of the statistical and psychometric issues associated with the severe discrepancy definition of learning disabilities used in PL 94-142. Statistical issues involve model specification, selection of variables, error rate control, and multivariate vs. univariate analysis. Psychometric issues involve appropriate use of reliability and validity information and inadequate conceptualization of the discrepancy construct with respect to concurrent, predictive, and construct validity. In conclusion it is proposed that the statistical and psychometric issues should not drive the psychological theory of learning disabilities, and psychologists should regain control of these issues.

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References

1982Psychological Testing 1984Critical Measurement Issues in Learning Disabilities 1979Educational Underachievement 1984Screening and Diagnosis of Children With Learning Disabilities 1984Another Look At Evaluating Aptitude-Achievement Discrepancies in the Diagnosis of Learning Disabilities

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2006On the Irrelevance of Intelligence in Predicting Responsiveness to Reading Instruction 2009What Special Education Directors Say about RTI 2006A transactional perspective on reading difficulties and Response to Intervention 1991Learning Disabilities: A Questionable Construct 1992A comparison of the impact of regression and simple difference discrepancy models on identification rates 1992Multiple IQ-Achievement Comparisons: Effects on Severe Discrepancy Determination 2023Etiology of Specific Learning Difficulties 2005Discrepancy models and the meaning of learning disability

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