Identifying Decision-Making Policies in the Diagnosis of Learning Disabilities

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Abstract
Lack of agreement on the definition of learning disabilities and on optimal diagnostic procedures has left many LD diagnosticians without consistent decision-making policies for distinguishing between LD children and normal learners. Judgment Analysis (JAN) is a statistical method which can be employed to help identify the policies upon which practitioners base their diagnostic decisions. The technique assists in the analysis of individual policies, identifying the diagnostic variables employed, and the weights assigned them in the diagnostic process. Such a procedure also locates individuals with similar policies and makes possible analysis of policy subgroups as well as inter-group comparisons, allowing for increased precision and consistency in Judgments. The technique also seems to have value for pre-service, inservice, and research training programs. Through the use of JAN, evaluators would have an opportunity to examine their policies and the policies of others, while learning what is needed to function effectively as a diagnostician for LD children.

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