The Moderating Influence of Gender, Intelligence, and Specific Achievement Deficiencies on the Bannatyne WISC-R Recategorization

Abstract

This study was designed to examine the influence of a number of possible moderating variables on the Bannatyne pattern when applied to samples of learning-disabled and emotionally disturbed students. In addition, the study examined the relationship of the Acquired Knowledge scale with the remainder of the Bannatyne recategorization. The sample was comprised of 325 male and female subjects from a medium-sized Indiana community who had been placed in special education classes for either the learning-disabled or the emotionally disturbed. A three-factor MANOVA was employed to determine possible interactions among gender, type of special class placement, and type of achievement discrepancy with the Bannatyne pattern. The Bannatyne pattern was supported for both the learning-disabled and the emotionally disturbed samples. However, the magnitude of the differences between scales within the pattern were influenced by such moderating variables as gender, intelligence, and type of achievement discrepancy, with gender appearing to be the most influential.

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