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Peer reviewedEvans, Larry D. – Journal of Special Education, 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…
Descriptors: Academic Achievement, Elementary Secondary Education, Handicap Identification, Intelligence Quotient
