Diagnostic Implications of Bannatyne's Recategorized WISC-R Scores for Identifying Learning Disabled Children

Henry, Stephan A.; Wittman, Robert D.

doi:10.1177/002221948101400906

Cited by 24 publications

(7 citation statements)

References 9 publications

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“…This study investigated the prevalence and diagnostic utility of the Bannatyne WISC-III pattern in chil-dren with LD. Similar to previous research on the Bannatyne pattern (Clarizio & Bernard, 1981;Dundon et al, 1986;Gutkin, 1979;Henry & Wittman, 1981;Kavale & Forness, 1984;Moore & Wilson, 1987;Prifitera & Dersh, 1993;Smith et al, 1977;Vance & Singer, 1979), the Bannatyne WISC-III pattern was found in 22-24 percent of children with LD. However, it missed 76-78 percent of the children previously diagnosed with a LD and incorrectly identified around 14 percent of the WISC-III normative sample as LD.…”

Section: Discussionsupporting

confidence: 89%

Diagnostic Utility of the Bannatyne WISC‐III Pattern

Smith

Watkins

2004

Learn Disabil Res Pract

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Regrouping Wechsler Intelligence Scale for Children-Third Edition (WISC-III) subtests intoBannatyne's spatial, conceptual, and sequential patterns has been thought by many to identify children with learning disabilities (LD). This study investigated the prevalence and diagnostic utility of WISC-III Bannatyne patterns by comparing 1,302 children with LD to 2,158 children in the WISC-III normative sample. Further analysis was conducted on a subsample of students with specific reading disabilities. Results indicated that the presence of the Bannatyne WISC-III pattern would not lead to decisions that are useful in differentiating children with LD from children without LD. For example, receiver operating characteristic (ROC) analysis, measured by the area under the curve (AUC), indicated that the Bannatyne WISC-III pattern exhibited low diagnostic utility (AUC = 0.54-0.55). Due to its inaccuracy, use of the Bannatyne WISC-III pattern is not recommended.

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Section: Discussionsupporting

confidence: 89%

Diagnostic Utility of the Bannatyne WISC‐III Pattern

Smith

Watkins

2004

Learn Disabil Res Pract

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“…The results do show that this improvement is not in any way associated with differences between the two groups on the Bannatyne WISC categories. This finding would support the conclusions of Henry and Wittman (1981) who compared the recategorised WISC scores of five groups of children with varying special learning needs and reported that Bannatyne's pattern was of little value in differentiating between students with learning disabilities and those without.…”

Section: Discussionsupporting

confidence: 82%

The Predictive Validity of Bannatyne's Wisc Categories for Later Reading Achievement

McKay

Neale

Thompson

1985

Brit J of Edu Psychol

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Summary. This study was concerned with the Preparatory Grade prediction of later reading performance using recategorised WISC results suggested by Bannatyne (1974). Using the three factors Spatial, Conceptual and Sequential as the dependent variables, and group membership based on subsequent longitudinal reading performance as the independent variables, a multivariate analysis of variance (MANOVA) resulted in a significant multivariate F for a sample of 179 children (P < 0.0001). Step‐down tests and post‐hoc comparisons indicated that the Sequential factor accounted for most of between‐group variance and was the only factor to discriminate between the ‘failing readers' and average and above average readers. None of the Bannatyne‐WISC categories was able to discriminate between children who were ‘slow starters' in beginning reading and children who continued to fail at reading throughout the primary school.

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“…Of some interest are the WISC-R factor scores (Kaufman, 1975). Similar to other samples of children with learning and attention problems (Henry & Wittman, 1981; Hodges, Borwitz & Kline, 1982), scores on the Freedom from Distractibility (FD) factor were much lower than scores on the other factors. Predictors of the variance in FD scores in this sample are reported elsewhere (Bowers, Steffy, & Swanson, 1985).…”

Section: Methodsmentioning

confidence: 51%

Naming speed, memory, and visual processing in reading disability.

Bowers¹,

Steffy²,

Swanson³

1986

Canadian Journal of Behavioural Science / Revue canadienne des

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Naming speed, auditory short-term memory, and speed of visual processing have been found to differentiate reading disabled children from normal readers. Tests of these variables were among the measures administered to children referred to a university clinic for assessment of attentional and learning problems. Thirty-nine children between 7 and 15 years of age were studied to investigate the independence of these variables in accounting for scores on tests of three reading subskills. The effects of age, general intellectual ability, and attentiveness were controlled statistically. Regression analyses showed that naming speed contributed unique variance to all reading subtests. Its contribution to the Word Attack subtest (nonsense word decoding) was particularly strong. The variance shared by auditory memory and Word Attack was fully attributable to naming speed. Visual processing speed contributed to Word Attack partly through variance shared with naming speed and partly through unique variance. Aspects of the naming speed-reading relationship are discussed.

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Diagnostic Implications of Bannatyne's Recategorized WISC-R Scores for Identifying Learning Disabled Children

Cited by 24 publications

References 9 publications

Diagnostic Utility of the Bannatyne WISC‐III Pattern

Diagnostic Utility of the Bannatyne WISC‐III Pattern

The Predictive Validity of Bannatyne's Wisc Categories for Later Reading Achievement

Naming speed, memory, and visual processing in reading disability.

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