BANNATYNE'S RECATEGORIZATION OF THE WISC-R SUBTEST SCORES: INDICATIVE OF LEARNING DISABILITIES?

This study focused on whether Bannatyne's profile affects the learning efficiency in reading or math of learning disabled students. The sample of eighty children was obtained by sending letters to the parents of children in special classes for the learning disabled in a large, suburban school district. The WISC-R and achievement data, which were obtained from the students' records, were analyzed when the students were first placed and again three years later. In studying the relationship of Bannatyne's profile and learning efficiency, several questions were investigated. (1) Did a significant proportion of the sample display Bannatyne's profile? Using Chi-square analysis and confidence intervals, it was determined that the proportion of students who displayed Bannatyne's profile exceeded that which would have been expected by chance occurrence. However, this proportion never exceeded thirty-three percent. Thus Bannatyne's profile did not characterize the sample. (2) After three years, did the WISC-R scores change in such a way as to affect the stability of Bannatyne's profile? Using the Phi correlation coefficient, it was determined that Bannatyne's profile was not stable. (3) Did the Bannatyne Profile Present group differ in learning efficiency in reading or math from the Bannatyne Profile Absent group? Using t-tests of means, it was determined that there were not significant differences in the IQ's or learning efficiencies of the two groups. (4) Did the students who displayed Bannatyne's profile at both points in time differ in growth in learning efficiency from the students who displayed Bannatyne's profile at only one point in time or not at all? Using Analysis of Variance it was determined that there were no significant differences in the growth rates of the groups. In conclusion, Bannatyne's profile did not characterize the sample and was not indicative of diminished learning efficiency. In addition to the questions concerning Bannatyne's profile, the use of a mathematical formula for determining whether a student exhibited a severe discrepancy between potential and achievement was examined. Initially only twenty-nine percent of the sample exhibited a severe discrepancy; three years later fifty-two percent did. The problems inherent in the formula and the implications for its use are discussed.