Teachers of the learning disabled (N=150) reported that major identification criteria in recent learning disability (LD) placements were intraindividual variability, achievement-potential discrepancy, below grade level academic achievement, and exclusion of other handicapping conditions. Teachers serving only LD students reported more emphasis on…

Five formulas for identifying discrepancies for eligibility as learning disabled (LD) were applied to 137 children (ages 6-14) already diagnosed as LD. Among results cited was that 64 percent were not identified as LD by any formula. Issues concerning the use of discrepancy formulas for LD screening are discussed. (Author/JW)

The article summarizes concurrent policy and practice concerning categorical and noncategorical diagnostic procedures for young handicapped children. The strengths and weaknesses of four noncategorical policy options are discussed. Potential misuses of noncategorical policies are reviewed, and recommendations for policy research are offered.…

Parent and teacher ratings of 141 middle-school children were collected using the Revised Behavior Problem Checklist. Pearson correlation coefficients indicated a low degree of relationship between parent and teacher ratings. The lack of agreement in identifying children as either mildly deviant or highly deviant suggests rating subjectivity.…

Discrepancies between ability and achievement were examined in second grade scores, and again in fifth grade test scores, for two groups of low achievers: learning disabled (n=20) and non-learning disabled (n=20). The two groups differed significantly in relative discrepancy scores in fifth grade, but not in second. (Author/JW)

A survey of 323 studies in behavioral disorders/emotional disturbance was conducted to determine the nature and prevalence of identification criteria to select subjects. Findings revealed a divergent picture of the nature of prevalence of behavorial disorders/emotional disturbance, and a lack of consensus regarding standard identification…

Analysis of 621 peer-peer items in the zero to six year age range from 54 assessment tests revealed such results as that over one-third of the items featured social participation, and that problems were found with the tests' ability to identify peer-peer deficits and to provide a framework for intervention. (MC)

Two groups (learning disabled and normal) of 15 children were administered the Luria-Nebraska Neuropsychological Battery-Children's Revision and the Wechsler Intelligence Scale for Children-Revised. Considering abnormal or borderline profiles as indicative of learning disability was 93.3 percent accurate in discriminating between groups.…

A multivariate model is proposed for assessing a severe discrepancy between intellectual ability and actual achievement in learning disabled (LD) children. Formulas for computing universe difference score variance, the standard error of the difference score, and its generalizability coefficient are given. (Author)

Evaluated the predictive validity of the Yellow Brick Road Test (YBRT) relative to performance in reading as measured by the Metropolitan Achievement Test (MAT). A full prediction-performance comparison matrix was employed to compare three different cutoff scores for kindergarten-aged children (N=214). Concluded that the YBRT is moderately valid.…

This paper reviews research on the classification of students with learning disability (LD). It first examines the evolution of LD definitions and the evidence for three components of LD classification: discrepancy, heterogeneity, and exclusion. It suggests that classification hypotheses involving discrepancy and exclusion have weak validity and…

This annotated bibliography identifies 17 readings, 3 videotapes, and 8 children's books concerned with attention deficit disorder or attention deficit/hyperactivity disorder. Items include guides for parents, teachers, and students; analyses of issues in the field; practical teaching guides; investigations into etiology; and resource guides.…

This article documents the eligibility procedures and student assessment result of a project for identifying university students with learning disabilities. Many legal issues are relevant in the classification of young adults with disabilities, including the use of standardized procedures for establishing disability status which are meant to…

This document contains two articles concerned with doubly exceptional children and gifted education. In "The Doubly Exceptional Child: A Principal's Dilemma," (Carol J. Mills and Linda E. Brody), such children do not fit into the usual categories for sorting children because their gifts and disabilities often mask each other. Suggestions are…

Summarizes the results of extensive psychoeducational evaluation on 40 hearing impaired preschool children ages 2.5 to 3.7. Background data are presented on age of identification of hearing loss, employment patterns of parents, additional handicapping conditions, etiology, and degree and type of hearing loss sustained. (Author)