Use of grade-based norms versus age-based norms in psychoeducational assessment for a college population
Use of grade-based norms versus age-based norms in psychoeducational assessment for a college population
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DOI：
10.1177/00222194050380010601
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发表时间：
2005-01-01
影响因子：
3
通讯作者：
Prevatt, F
中科院分区：
文献类型：
--
作者：
Giovingo, LK;Proctor, BE;Prevatt, F
关于诊断中学后学生学习障碍（LD）的最合适方法已经发生了相当多的讨论。在众多争议领域中，有两个领域已经出现，包括使用适当的诊断标准和适当的参照组。对以往法院案例的审查表明，是否将个人与一般人口或较小的参照人口进行比较的问题尚未得到充分澄清。此外，很少有实证研究探讨了选择不同的参照群体的可能性，一个将被诊断为LD的影响。因此，本相关性研究描述了LD的三个诊断模型之间的协议水平，使用基于年龄和年级的规范，代表两个参考组的三个模型。样本包括155名因学业困难而接受测试的中学后学生。研究结果表明，在三个测试模型中的两个模型中，将个人与其年级匹配的同龄人进行比较（即，使用基于年级的规范）比将个体与其年龄匹配的同龄人进行比较（即，年龄标准）。
Considerable discussion has occurred about the most appropriate methods for diagnosing learning disabilities (LD) in postsecondary students. Two of the many areas of controversy that have emerged include the appropriate diagnostic criteria to use and the appropriate referent group. A review of previous court cases demonstrates that the issue of whether to compare an individual to the general population or to a smaller referent population has not been adequately clarified. Furthermore, few empirical studies have examined the impact of choosing different referent groups on the likelihood that one will be diagnosed with LD. Therefore, this correlational study described the levels of agreement between three diagnostic models of LD, using both age- and grade-based norms to represent two referent groups for each of the three models. The sample included 155 postsecondary students referred for testing due to academic difficulties. The findings indicated that in two of the three models tested, comparing individuals to their grade-matched peers (i.e., using grade-based norms) resulted in more LD diagnoses than comparing individuals to their age-matched peers (i.e., age-based norms).