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Defining severe discrepancy in the diagnosis of learning disabilities: A comparison of methods

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References

1984Critical Measurement Issues in Learning Disabilities348 cited
1985Learning Disabilities Definitions Used by State Education Departments73 cited
1984Identifying Learning Disabled Students: Guidelines for Decision Making.34 cited

Cited by

1993Students with Learning Disabilities309 cited
1994High-Stakes Testing Accommodations: Validity Versus Disabled Rights219 cited
1996Legal Defensibility of Standards: Issues and Policy Perspectives25 cited
1994Discrepant team decisions: The effects of race, gender, achievement, and IQ on LD eligibility17 cited
2008EFFECTS OF CONCEALABLE STIGMA FOR LEARNING DISABILITIES14 cited
1992Do State Methods of Quantifying a Severe Discrepancy Result in Fewer Students with Learning Disabilities?13 cited
1996Changes in Ability and Achievement Scores Over Time: Implications for Children Classified as Learning Disabled12 cited
1992Accuracy in Analysis of Discrepancy Scores: A Nationwide Study of School Psychologists11 cited
1992Severe Does Not Always Imply Significant10 cited
1992A comparison of the impact of regression and simple difference discrepancy models on identification rates10 cited
1991Discrepancy formulas and classification and identification issues that affect diagnoses of learning disabilities

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9 cited

1993Cross-validation of the discriminative effectiveness of the Luria-Nebraska Neuropsychological Battery for learning disabled adolescents8 cited

1992A Comparison of Severe Discrepancy Formulae: Implications for Policy Consultation6 cited

1996Calculating Achievement Composite Scores for Regression Discrepancy Models3 cited

1991Identification of Learning Disabilities: Accuracy of Aptitudeachievement Discrepancy Criteria vs. The Luria-Nebraska Neuropsychological Battery1 cited

1995Effects of simple and regressed discrepancy models and cutoffs on severe discrepancy determination1 cited