The Misconception of the Regression-Based Discrepancy Operationalization in the Definition and Research of Learning Disabilities
| Autor: | Willem Van den Broeck |
|---|---|
| Přispěvatelé: | Vrije Universiteit Brussel |
| Rok vydání: | 2002 |
| Předmět: |
Health (social science)
Intelligence Academic achievement Education Diagnosis Differential Terminology as Topic medicine Humans 0501 psychology and cognitive sciences Child Models Statistical Operationalization Intelligence quotient Learning Disabilities 05 social sciences Reproducibility of Results 050301 education Regression analysis Object (philosophy) Regression Aptitude Tests Clinical diagnosis General Health Professions Learning disability Educational Status medicine.symptom Psychology 0503 education Social psychology 050104 developmental & child psychology Cognitive psychology |
| Zdroj: | Vrije Universiteit Brussel |
| ISSN: | 1538-4780 0022-2194 |
| DOI: | 10.1177/002221940203500301 |
| Popis: | In this article, I argue that the regression-based discrepancy method used in the diagnosis of learning disabilities is invalid because it is inconsistent with the underlying underachievement concept of which it is intended to be the operationalization. I mathematically demonstrate that the regression-based discrepancy method largely reflects achievement-specific determinants, thereby defeating its own object of describing aptitude-achievement discrepancies. The implications for research examining the role of intelligence in learning disabilities are outlined. |
| Databáze: | OpenAIRE |
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