The value of WISC-R profile analysis for the differential diagnosis of learning disabled children

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Abstract
Examined the research on WISC-R profile analysis germane to the differential diagnosis of learning disabled children in relation to several methodological problems that concern score use and interprtation. The evidence based on Bannatyn's (1974) recategorization of the subtests indicates a Spatial < Conceptual < Sequencing pattern of performance for learning disabled children. The application of this evidence of group characteristics to the individual child is problematic. The trend is not consistent. In addition, the interpretation of the individual profile is complicated by the unreliability of a few of the subtests, the unreliability of subtest differences scores, the unreliability of Bannatyne category difference scores, and the invalidity of the difference scores for discriminating between learning disabled and other children. It was recommended that clinicians not use the WISC-R profile to diagnose specific learning disabilities. Instead, the analysis may have greater utility in the prevention and remediation of learning problems, especially at the preschool level.

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