A developing body of research suggests that little, if any, notable consistency is to be found among child diagnosticians in their performance of diagnostic decision-making activities or among the diagnostic decisions that result. This poses a potentially serious dilemma to the extent that, in order for diagnostic decisions to be valid and useful, they must first be consistent. As a measure toward approaching some greater degree of diagnostic reliability and consistency, a system called multidimensional actuarial classification is presented for use in the differential diagnosis of mental retardation, inadequate adaptive behavior, social maladjustment, academic under- and overachievement, learning disabilities, and other disorders in school-children. Each decision in the systems-actuarial method is based on the statistical probability of relationships among a number of dimensions of child characteristics that are derived through standardized procedures for collecting information from the child, the psychologist, parents, and teachers.
Get full access to this article
View all access options for this article.
References
1.
Achenbach, T.M.Psychopathology of childhood: Research problems and issues. Journal of Consulting and Clinical Psychology, 1978 , 46, 759-776.
2.
American Association on Mental Deficiency.Manual on terminology and classification in mental retardation (Special Publication No. 2). Washington, D.C.: Author , 1977.
3.
American Psychiatric Association .Diagnostic and statistical manual of mental disorders (2nd ed.). Washington, D.C.: Author, 1968.
4.
Anastasi, A.Psychological testing (4th ed.). New York: Macmillan, 1976.
5.
Bateman, B.An educator's view of a diagnostic approach to learning disorders . In J. Hullmuth (Ed.), Learning disorders . Seattle: Special Child Publications , 1965.
6.
Cohen, J.The factorial structure of the WISC at ages 7-6, 10-6 and 13-6. Journal of Consulting Psychology, 1959, 23, 285-289.
7.
Committee on Child Psychiatry.Psychopathological disorders in childhood: Theoretical considerations and a proposed classification . New York: Group for the Advancement of Psychiatry, 1968.
8.
Dailey, C.A.Assessment of lives. San Francisco ; Jossey-Bass, 1971.
9.
Doll, E.A.Measurement of social competence: A manual for the Vineland Social Maturity Scale. Circle Pines, Minn.: American Guidance Service, 1953.
10.
Doll, E.A.Vineland Social Maturity Scale (Rev. ed.). Circle Pines, Minn.: American Guidance Service, 1965.
11.
Field, J.G.Two types of tables for use with the Wechsler's intelligence scales . Journal of Clinical Psychology, 1960,16,3-7.
12.
Flor, J. F. Service provider agreement and special education reform. Unpublished doctoral dissertation, University of Pennsylvania, 1978.
13.
Freeman, M.A reliability study of psychiatric diagnosis in childhood and adolescence . Journal of Child Psychology and Psychiatry, 1971,12, 43-54.
14.
Hale, R.L., Douglas, B., Cummins, A., Rittgarn, G., Breed, B., & Dabbert, D.The Slosson as a predictor of Wide Range Achievement Test performance . Psychology in the Schools, 1978, 15, 507-509.
15.
Hammill, D.The Slosson Intelligence Test as a quick estimate of ability. Journal of School Psychology, 1969, 7, 33-37.
16.
Henning, J.J., & Levy, R.H.Verbal-Performance IQ differences of whites and Negro delinquents . Journal of Clinical Psychology, 1967, 23, 164-168.
17.
Holroyd, J.When WISC Verbal IQ is low. Journal of Clinical Psychology , 1968, 24, 457.
Johnson, D.J., & Myklebust, H.R.Learning disabilities: Educational principles and practices. New York: Grune & Stratton, 1967.
21.
Kaufman, A.S.Factor analysis of the WISC-R at 11 age levels between 6½ and 16½ years. Journal of Consulting and Clinical Psychology, 1975, 43, 135-147.
22.
Kirk, S.A., & Bateman, B.Diagnosis and remediation of learning disabilities. Exceptional Children, 1962, 29, 73-76.
23.
Lambert, N., Windmiller, M., Cole, L., & Figueroa, R.AAMD Adaptive Behavior Scale public school norms. Washington, D.C.: American Association on Mental Deficiency , 1975.
McDermott, P.A.Characteristics of diagnostic decision-making behaviors among groups of pre- and post-practicum trainee and experienced school psychologists (Doctoral dissertation, Temple University, 1975). Dissertation Abstracts International, 1975, 36, 3520-A. ( University Microfilm No. 75-28, 188)
26.
McDermott, P.A.Measures of diagnostic data usage as discriminants among training and experience levels in school psychology. Psychology in the Schools, 1977, 14, 323-331 (a).
27.
McDermott, P.A.Program Mac (Multidimensional Actuarial Classification): A FORTRAN program for the differential diagnosis of mental and learning deficiency and other disorders in children . Lincoln, Neb.: Author, 1977. (b)
28.
McDermott, P.A.Quantitative assessments and evaluation: Actuarial techniques in school psychology . In C. R. Reynolds & T. B. Gutkin (Eds.), A handbook for the practice of school psychology. New York : Wiley, in press.
29.
Mercer, J.R., & Lewis, J.F.System of Multicultural Pluralistic Assessment: Parent interview manual . New York: Psychological Corporation , 1977.
30.
Mordock, J.B., & Bogan, S.Wechsler patterns and symptomatic behaviors of children diagnosed as having minimal cerebral dysfunction. Proceedings of the 76th Annual Convention of the American Psychological Association, 1968, 3, 663-664. (Summary)
31.
Morrow, H.W., Powell, G.D., & Ely, D.D.Placement or placebo: Does additional information change special education placement decisions. Journal of School Psychology, 1976, 14, 186-191.
32.
Nathan, P.E.Cues, decisions, and diagnoses: A systems-analytic approach to the diagnosis of psychopathology. New York: Academic Press, 1967.
33.
Newland, T.E., & Smith, P.A.Statistically significant differences between subtest scaled scores on the WISC and WAIS. Journal of School Psychology, 1967, 5, 122-127.
34.
Nunnally, J.C.Psychometric theory. New York: McGraw-Hill, 1967.
35.
Payne, R.W., & Jones, H.G.Statistics for the investigation of individual cases. Journal of Clinical Psychology, 1957, 13. 115-121.
36.
Prescott, G.A.Manual for interpreting the Metropolitan Achievement Tests. New York: Harcourt, Brace, Jovanovich, 1973.
37.
Quay, H.C.Patterns of aggression, withdrawal and immaturity. In H. C. Quay & J. S. Werry (Eds.). Psychopathological disorders of childhood . New York: Wiley, 1972.
38.
Schwarting, F.G., & Schwarting, K.R.The relationship of the WISC-R and WRAT: A study based upon a selected population. Psychology in the Schools , 1977, 14, 431-433.
39.
Shinagawa, F.A statistical study of the discrepancy between Verbal IQ and Performance IQ WISC. Japanese Journal of Child Psychology, 1960, 1, 403-411. Slosson, R.L.Slosson Intelligence Test for Children and Adults. East Aurora, N.Y.: Author, 1971.
40.
Spitzer, R.L., & Fleiss, J.L.A re-analysis of the reliability of psychiatric diagnosis. British Journal of Psychiatry, 1974, 125, 341-347.
41.
Stott, D.H.Manual to the Bristol Social Adjustment Guides. London : Hodder & Stoughton, 1974.
42.
Stott, D.H.Epidemiological indicators of the origin of behavior disturbances measured by the Bristol Social Adjustment Guides. Genetic Psychology Monographs, 1978, 97, 127-159.
Stott, D.H., & Wilson, D.M.The adult criminal as juvenile. British Journal of Criminology , 1977, 17, 47-57.
45.
Thorndike, R.L., & Hagen, E.P.Measurement and evaluation in psychology and education (4th ed.). New York: Wiley, 1977.
46.
Young, F.M., & Pitts, V.A.The performance of congenital syphilitics on the Wechsler Intelligence Scale for Children. Journal of Consulting Psychology, 1951, 15, 239-242.
47.
Zigler, E., & Trickett, P.K.IQ, social competence, and evaluation of early childhood intervention programs. American Psychologist, 1978, 33, 789-798.
48.
McDermott, P.A. Congruence and typology of diagnoses in school psychology: An empirical study. Manuscript submitted for publication, 1979.
49.
McDermott, P.A., & Hale, R.L.Validation of a systems-actuarial program for the multidimensional classification of children. Manuscript submitted for publication, 1979.
