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Direct linkMattison, Richard E. – Behavioral Disorders, 2015
This study of 182 secondary special education students with emotional and/or behavioral disorders investigated their classification by their school districts, in particular how well they were distinguished and represented by their federal categories. The districts used four classification groups (emotional disturbance, other health impairment…
Descriptors: Special Education, Emotional Disturbances, Behavior Disorders, School Districts
Buttner, Gerhard; Hasselhorn, Marcus – International Journal of Disability, Development and Education, 2011
Students with difficulties in specific cognitive processes and academic achievement with otherwise normal levels of intellectual functioning are classified as having a learning disability (LD). In spite of extensive recent research in a number of disciplines, controversial debate continues with regard to several issues. To reconcile some of them…
Descriptors: Learning Disabilities, Disability Identification, Cognitive Processes, Definitions
Polloway, Edward A.; Patton, James R.; Smith, J. David; Lubin, Jacqueline; Antoine, Karian – Education and Training in Developmental Disabilities, 2009
In 2002, the American Association on Mental Retardation (AAMR) (Luckasson et al., 2002) revised their manual on mental retardation. It also extended the changes that had been made in the previous (1992) manual to further promote an alternative approach to definition and classification in the field. The study reported here sought to determine the…
Descriptors: Mental Retardation, Educational Practices, Classification, Guidelines
Schalock, Robert L.; Borthwick-Duffy, Sharon A.; Bradley, Valerie J.; Buntinx, Wil H. E.; Coulter, David L.; Craig, Ellis M.; Gomez, Sharon C.; Lachapelle, Yves; Luckasson, Ruth; Reeve, Alya; Shogren, Karrie A.; Snell, Martha E.; Spreat, Scott; Tasse, Marc J.; Thompson, James R.; Verdugo-Alonso, Miguel A.; Wehmeyer, Michael L.; Yeager, Mark H. – American Association on Intellectual and Developmental Disabilities, 2010
This Manual contains the most current and authoritative information and knowledge on intellectual disability, including best practice guidelines on diagnosing and classifying intellectual disability and developing a system of supports for people living with an intellectual disability. Written by a committee of 18 experts, "Intellectual…
Descriptors: Mental Retardation, Developmental Disabilities, Classification, Definitions
Parmenter, Trevor R. – International Journal of Disability, Development and Education, 2011
People with an intellectual disability have existed across human history, making up a part of all cultures. They represent a small part of the extremely wide variety of people in the human population at any one time. This review essay examines the 11th and latest Definition and Classification Manual published by the American Association on…
Descriptors: Intelligence, Mental Retardation, Developmental Disabilities, Classification
Bellini, James – Intellectual and Developmental Disabilities, 2007
This article presents the author's comments on Simon and Lichten's "Defining Mental Retardation: A Matter of Life and Death." Lichten and Simon (2007) argued for the use of a Total Quotient (TQ) that combines existing IQ and adaptive functioning scores into a single index. They proposed that the TQ index will improve the accuracy of mental…
Descriptors: Scores, Mental Retardation, Intelligence Quotient, Classification
Peer reviewedZigler, Edward; And Others – American Journal of Mental Deficiency, 1984
A classification system of mental retardation is proposed based on etiology and IQs at least two standard deviations below the population mean. Social competence and performance capabilities of individuals with subaverage IQs are removed from definitional status and given prominence as correlates of class membership. (Author/CL)
Descriptors: Classification, Definitions, Elementary Secondary Education, Etiology
Peer reviewedHoge, Robert D. – Educational Researcher, 1988
Questions the adequacy with which the giftedness construct is defined in applied educational settings, and the adequacy of the validation data available for these gifted identification procedures. (Author/BJV)
Descriptors: Academically Gifted, Classification, Construct Validity, Data Interpretation
MacMillan, Donald L.; And Others – American Journal on Mental Retardation, 1993
This paper examines the extent to which the 1992 American Association on Mental Retardation (AAMR) definition of mental retardation provides decision rules to guide clinicians and researchers in classification efforts. The paper examines concerns about the intelligence quotient criterion, the adaptive skill areas, and proposed differentiation by…
Descriptors: Adaptive Behavior (of Disabled), Classification, Definitions, Educational Diagnosis
Peer reviewedRispens, Jan; And Others – Journal of Learning Disabilities, 1991
Two classification procedures for identifying children with reading disabilities were compared, differing in their use of intelligence quotient (IQ). Results indicated that abandoning IQ in classification had a very limited impact on the number of children identified as reading disordered, but that use of IQ resulted in more high-IQ children being…
Descriptors: Classification, Definitions, Elementary Education, Eligibility
Peer reviewedVellutino, Frank R.; Scanlon, Donna M.; Lyon, G. Reid – Journal of Learning Disabilities, 2000
This article discusses research on the traditional use of the IQ-achievement discrepancy to define specific reading disability. It highlights results from a study which found that IQ scores did not differentiate between poor readers who were found to be readily remediated and poor readers who were difficult to remediate. (Contains references.)…
Descriptors: Classification, Clinical Diagnosis, Definitions, Elementary Secondary Education
Peer reviewedFletcher, Jack M.; Francis, David J.; Shaywitz, Sally E.; Lyon, G. Reid; Foorman, Barbara R.; Stuebing, Karla K.; Shaywitz, Bennett A. – Learning Disabilities Research and Practice, 1998
Reviews the historical basis and rationale for identifying children as learning disabled due to a discrepancy between scores on measures of intelligence and achievement. Discusses the validity of such classifications and the role of IQ testing in the designation of children as learning disabled for research and public policy. Alternative…
Descriptors: Achievement Tests, Classification, Definitions, Disability Identification
Greenspan, Stephen – Exceptionality, 2006
Although there have always been people considered to have mental retardation (MR), the category has proven surprisingly difficult to define adequately. This is because it includes a subcategory of mild MR whose members are part of a larger population of marginally competent people, some of whom may be considered to have other forms of disability…
Descriptors: Mental Retardation, Multiple Intelligences, Classification, Cutting Scores
Obringer, S. John; Coffey, Kenneth M. – Diagnostique, 1997
A study investigated the effects of a more restrictive standard discrepancy model (SDM) on the learning-disability placement patterns of 4,100 students in Mississippi. Limiting eligibility to students who had achievement scores 1 1/2 standard deviations below their Full Scale IQ scores reduced eligible students from 124 to 36. (CR)
Descriptors: Academic Achievement, Classification, Clinical Diagnosis, Definitions
Peer reviewedSiegel, Linda S. – Journal of Learning Disabilities, 1992
This study of 1,657 children (ages 7-16) found that although children with dyslexia had higher intelligence quotient scores than poor readers, the 2 groups did not differ in performance on reading, spelling, phonological processing, or most language and memory tasks. The performance of both reading-disabled groups was significantly below that of…
Descriptors: Classification, Definitions, Dyslexia, Elementary Secondary Education
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