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Peer reviewed Peer reviewed
ERIC Number: EJ448565
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4669
Severe Does Not Always Imply Significant: Bias of a Regression Discrepancy Model.
Evans, Larry D.
Journal of Special Education, v26 n1 p57-67 Spr 1992
The Regression Discrepancy Model, intended to increase accuracy in assessing severe discrepancy between IQ and achievement scores in students with learning disabilities, is examined. The model's initial equation is shown to produce results which bias the detection of severe discrepancy at lower IQ levels. Methods to minimize or remove this bias are proposed. (Author/DB)
Descriptors: Academic Achievement, Elementary Secondary Education, Handicap Identification, Intelligence Quotient, Learning Disabilities, Mental Retardation, Models, Regression (Statistics), Statistics
Publication Type: Journal Articles; Guides - Non-Classroom; Reports - Evaluative
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Discrepancy Analysis