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PIC profiles for learning‐disabled and behavior‐disordered children
Author(s) -
Goh David S.,
Cody John J.,
Dollinger Stephen J.
Publication year - 1984
Publication title -
journal of clinical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.124
H-Index - 119
eISSN - 1097-4679
pISSN - 0021-9762
DOI - 10.1002/1097-4679(198405)40:3<837::aid-jclp2270400335>3.0.co;2-#
Subject(s) - psychology , internalization , discriminant validity , developmental psychology , discriminant function analysis , learning disability , anxiety , learning disabled , clinical psychology , scale (ratio) , cognition , psychometrics , psychiatry , statistics , genetics , physics , quantum mechanics , cell , internal consistency , biology , mathematics
Southern Illinois University at Carbondale Compared the performance of learning‐disabled and behavior‐disordered children (N = 60) on the recently published Personality Inventory of Children (PIC) to investigate the discriminant validity of the instrument. The data were analyzed by profile analysis and stepwise discriminant analysis. Results showed that learning‐disabled and behavior‐disordered children could be differentiated clearly on subtests that comprise the Cognitive Development and Conduct Disorder factors. However, less differentiation was found on the Internalization factor. Further examination indicated a possible diagnosis × scale “interaction” within the Internalizaion factor. Those learning‐disabled children who also experienced “internal” difficulties tended to score high on the Somatic Concern Scale, while behavior‐disordered children typically scored high on the other Internalization scales (i.e., Anxiety, Withdrawal, etc.). A total of seven of the PIC clinical and validity scales were selected in the discriminant function that separated the two groups.