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Bannatyne patterns of Caucasian and Mexican‐American learning disabled children
Author(s) -
Gutkin Terry B.
Publication year - 1979
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197904)16:2<178::aid-pits2310160204>3.0.co;2-l
Subject(s) - learning disabled , psychology , learning disability , developmental psychology , spatial ability , intelligence quotient , reliability (semiconductor) , standard deviation , statistics , cognition , power (physics) , physics , mathematics , quantum mechanics , neuroscience
Investigated the measurement properties and practical utility of Bannatyne's (1974) recategorized WISC‐R scores. Reliability coefficients, standard deviations, and standard errors of measurement were calculated for the Spatial, Conceptual, and Sequential recategorized scores. These data were utilized to determine how large a difference between each of these scores was needed by individuals in order to reach statistical significance at the.05 and.25 levels. Analyses of the recategorized scores of Caucasian learning disabled children indicated that, as a group, these students were characterized by the Spatial > Conceptual > Sequential pattern which was predicted by Bannatyne (1974). The same was not found to be true for a group of Mexican‐American learning disabled children. When the scores of individual children were analyzed, a large majority of both the Caucasian and Mexican‐American groups failed to demonstrate the Spatial > Conceptual > Sequential pattern. Implications for using the Bannatyne pattern as a diagnostic tool with learning disabled children are discussed.