Validity of IQ-Achievement Discrepancy Criteria for Identifying Learning Disabilities

Abstract

IQ-achievement discrepancy criteria identified 24 children with learning disabilities (LD) having a lower Verbal-higher Performance (LV-HP) WISC-R IQ profile and 33 children with slower learning (SL). The majority of children were white males of lower to middle-class background and ranged in age from 77 to 159 months. Except for predetermined Performance scale group differences, children with LD were not found to be otherwise distinguished by differences on WISC-R subtest scores, subtest scatter, or variation among Kaufman and Bannatyne category scores. Only one of the WISC-R profile differences that was an advantage for the children with LD satisfied test criteria for clinical significance. None of the differences predicted their reading, spelling, or aritlunetic achievement. Results suggest that children who are differentially identified as LV-HP LD or SL based on IQ achievement discrepancy criteria may not be distinguishable on any other aspects of their WISC-R profile that are related to their basic academic performance.