Psychometric Factors Affecting Multidisciplinary Team Identification of Learning Disabled Children

Abstract

Data were examined for 223 pupils in two school districts referred for an initial psychoeducational evaluation because of a suspected learning disability. A multidisciplinary team judged each pupil to be either learning disabled (LD) or non-learning disabled (non-LD). The psychometric profiles of the LD and non-LD pupils were examined through MANOVA and discriminant-analysis procedures. Comparisons across LD status, district, and age variables indicated that only severity of academic underachievement consistently differentiated the LD and non-LD pupils. In addition, in one district the younger LD children were indistinguishable from the younger non-LD children. Comparisons across districts revealed that the LD children's profiles differed despite the use of identical eligibility criteria in both districts. Implications for evaluation of referred students are discussed.

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