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ERIC Number: ED161902
Record Type: RIE
Publication Date: 1977-Oct
Pages: 20
Abstractor: N/A
An Individualized Method for Assessing the "Learning Disabled" Child.
Webster, Raymond E.; And Others
The diagnosis of children as learning disabled (LD) has become an increasingly popular diagnostic rubric, but the operational definition of "learning disabled" remains a vague, ill-defined construct which is based upon diagnosis by exclusion of other obvious causes. Diagnostic test results and cultural and familial information taken from case files of children who had been diagnosed as either LD, educable mentally handicapped, emotionally disturbed, or physically handicapped were examined relative to their discriminative efficacy in differentiating between the four diagnostic groups. A total of 1,596 children between the ages of 6 and 17 years, with close to average intelligence, were used in this study. Discriminant functions analyses were performed on 52 variables; these analyses consistently failed to discriminate LD children from the other three groups. A transpose factor analysis was performed on groups by chronological age, in intervals of three years. Finally, ANOVA's were performed on 17 variables. It was impossible to discriminate between the four diagnostic groups by any of these methods. A more appropriate diagnostic model which accounts for the child's unique processing (organizing, storing, rehearsing and retrieving) of information relative to his content base and ability to perform a corresponding behavior is proposed. (Author/CTM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Northeastern Educational Research Association (8th, New York, New York, October, 1977)