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School Psychology Review Volume 21, 1992 - Issue 3
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Articles

Accuracy in Analysis of Discrepancy Scores: A Nationwide Study of School Psychologists

Roslyn P. RossQueens College of the City University of New YorkView further author information
Pages 480-493 | Published online: 22 Dec 2019

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Read on this site (2)

Roslyn P. Ross. (1992) Aptitude-Achievement Discrepancy Scores: Accuracy in Analysis Ignored. School Psychology Review 21:3, pages 509-514.
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David W. Barnett & Gregg M. Macmann. (1992) Aptitude-Achievement Discrepancy Scores: Accuracy in Analysis Misdirected. School Psychology Review 21:3, pages 494-508.
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Articles from other publishers (6)

Dawn P. Flanagan, Samuel O. Ortiz, Vincent C. Alfonso & Agnieszka M. Dynda. (2006) Integration of response to intervention and norm-referenced tests in learning disability identification: Learning from the Tower of Babel. Psychology in the Schools 43:7, pages 807-825.
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Susan F. Tomasi & Sharon L. Weinberg. (2016) Classifying Children as LD: An Analysis of Current Practice in an Urban Setting. Learning Disability Quarterly 22:1, pages 31-42.
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Gary L. Canivez. (2016) Validity and Diagnostic Efficiency of the Kaufman Brief Intelligence Test in Reevaluating Students with Learning Disability. Journal of Psychoeducational Assessment 14:1, pages 4-19.
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Judith A. Gnys, W.Grant Willis & David Faust. (1995) School psychologists' diagnoses of learning disabilities: A study of illusory correlation. Journal of School Psychology 33:1, pages 59-73.
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Karen A. Payette & Harvey F. Clarizio. (1994) Discrepant team decisions: The effects of race, gender, achievement, and IQ on LD eligibility. Psychology in the Schools 31:1, pages 40-48.
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Dawn P. Flanagan & Vincent C. Alfonso. (1993) Differences required for significance between Wechsler verbal and performance IQs and WIAT subtests and composites: The predicted-achievement method. Psychology in the Schools 30:2, pages 125-132.
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