Identification of special education needs with the Personality Inventory for Children (PIC): A hierarchical classification model.

Abstract

Psychologists who test children for possible special education placement are obliged to incorporate parental input into the assessment process. This investigation studied the utility of a multidimen-sional, parent-informant questionnaire, the Personality Inventory for Children (PIC), as a screen-ing measure for the need for special education services. PIC profiles from children in regular classrooms and classrooms for the learning disabled, emotionally impaired, and mentally im-paired were used in discriminant function analyses to develop a set of hierarchical classification rules. Results of analyses within both a derivation and a replication sample indicated reasonably high correct classification rates for these rules. Also, results within a third sample of African-American and White children matched for IQ suggested absence of classification bias by race. Implications of these results for use of the PIC in school assessments are discussed. Federal guidelines that define the basic categories of special education services (e.g., PL 94-142, Federal Register, 1977) spec-ify that parental input must be considered in the placement of children. School psychologists and other assessment practi-tioners who evaluate referred children are thus obliged to gather

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