ERIC Number: ED254043
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Bannatyne Recategorization's Efficacy in Differentiating Learning Disabled and Emotionally Disturbed.
Fischer, Wyman E.; And Others
The study was designed to determine the efficacy of the Bannatyne recategorization in differentiating subgroups of learning disabled from emotionally disturbed children. The sample was comprised of 327 male and female Ss who had been placed in special education classes for either the learning disabled or emotionally disturbed. A three factor MANOVA was employed to determine possible interactions among sex, type of special class placement, and type of achievement discrepancy of the Ss. Three Helmert type a priori contrasts were specified to determine if the recategorization was upheld for this sample generally or if it identified different cognitive structures for the various subgroups. The Bannatyne recategorization was supported but it did not differentiate among various subgroups of learning disabled and emotionally disturbed children. The analyses lent support to the notion that the classifications studied may be cognitive subsets of each other. (Seventeen references are listed and 13 graphs illustrate the results.) (Author/CL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Bannatyne System
Note: Paper presented at the Conference of the National Association of School Psychologists (Philadelphia, PA, April, 1984).