Distinguishing among Three Subgroups of Handicapped Students Using Bannatyne’s Recategorization

Abstract

This study examines the utility of the Ban- natyne recategorization system in discriminating among three groups of handicapped students. A stepwise discriminant functions analysis was performed on the subtest scaled scores from the WISC-R for 294 learning disabled (LD), 36 educably mentally retarded (EMR), and 71 emotionally disturbed (ED) students. The results of this analysis revealed that 100 percent of the EMR and ED students were predicted to be labeled LD on the basis of this recategorization, while 99.7 percent of the LD students were predicted to be LD. These findings are examined in relation to the use of alternative statistical methods and different diagnostic procedures to identify and classify students.

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