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Abstract

This study investigated the diagnostic accuracy of current LD criteria (using the simple difference method) as well as the accuracy of a neuropsychological battery for a group of 31 LD adolescents and a matched group of 31 low-average to average achieving non-LD students. Measures included the Luria-Nebraska Neuropsychological Battery (LNNB), WISC-R, TOWL, and selected subtests from the PIAT, WRAT-R, and TOAL. The simple difference method of quantifying a severe discrepancy failed to differentiate between groups and generated a high rate of misclassification in the false positive direction (97%). The LNNB was found to be highly accurate for the LD diagnosis. Overall rates of accuracy were high using a rule for interpreting test profile data (95%) or discriminant function analysis (87.1%). Additionally, the LNNB generated relatively low false positive rates by either method (9.7% and 12.9%, respectively). The adjunctive diagnosticutility of the LNNB and implications of findings for LD diagnosis are discussed.

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Identification of Learning Disabilities: Accuracy of Aptitudeachievement Discrepancy Criteria vs. The Luria-Nebraska Neuropsychological Battery

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