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A Review of States' Criteria and Procedures for Identifying Children with Learning Disabilities

William Frankenberger, associate professor of psychology and director of the Human Development Center at the University of Wisconsin-Eau Claire, received his PhD at The Ohio State University. He is interested in the areas of multidisciplinary team practices, and definitions of LD, MR, and ADHD. Address: William Frankenberger, Human Development Center, University of Wisconsin-Eau Claire, Eau Claire, WI 54701.

Kathryn Fronzaglio

Kathryn Fronzaglio, a practicing school psychologist in the Menomonie, Wisconsin, school district, earned a BA and MSE from the University of Wisconsin-Eau Claire. She is interested in states' methods for identifying children with LD and ADHD.

The purpose of this study was to investigate whether (a) states have altered their definitions and/or eligibility criteria for learning disabilities (LD) since the last review; (b) states have specified-IQ cutoffs below which a child would not be eligible for LD services; (c) the types of methods states use to quantify an ability/achievement discrepancy vary; and (d) an increase in the number of children identified as LD is related to the method or criterion used to quantify an ability/achievement discrepancy. States' guidelines and/or information obtained from state directors of special education were analyzed for all states and the District of Columbia. Results of the review revealed that 40% of states had revised their guidelines between 1988 and 1990; 76% of the states specified a method for determining an ability/achievement discrepancy and the method recommended most frequently was the standard score comparison method. No significant differences were obtained between type of discrepancy method employed by a state and its yearly increase in LD. However, a significant relationship existed between magnitude of a state's ability/achievement criterion and its yearly increase in LD from 1987-88 to 1988--89. The review also revealed an increase in the number of states that specified an IQ cutoff below which a student would not qualify for LD services.

Journal of Learning Disabilities, Vol. 24, No. 8, 495-500 (1991)
DOI: 10.1177/002221949102400809


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