Diagnostic implications of Bannatyne's recategorized WISC-R scores for identifying learning disabled children.

Abstract

This study examines the use of Bannatyne's WISC-R subtest score recategorization hierarchy in identifying students with learning disabilities. Five groups of 40 students each were selected from previously diagnosed children from each of the following categories: full-time learning disabilities placement, resource room learning disabilities placement, emotionally disturbed (ED), gifted, and educable mentally handicapped, (EMH). WISC-R subtest scores were recategorized in order to obtain Spatial, Conceptual, Sequential and Acquired Knowledge scores, as suggested by Bannatyne. The five groups were examined to determine the frequency with which the Spatial<Conceptual<Sequential ordering was observed. In addition, four of the five groups were collapsed to form two groups, one consisting of LD students and the other consisting of the EMH and ED students. The two groups did not significantly differ in the proportion of students conforming to Bannatyne's pattern. The results indicated that Bannatyne's pattern was of little value in differentiating between LD students and non-LD students and, if used, might even contribute to misdiagnosis.