Interjudge agreement in classifying students as learning disabled

Susan Epps, Matthew McGue, James E. Ysseldyke

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

Eighteen judges with backgrounds in assessment, decision making, and learning disabilities were asked to use an array of information to differentiate learning disabled and nonlearning disabled students. Each judge was provided with forms containing information on 42 test or subtest scores of 50 school‐identified LD students and 49 non‐LD students. Judges were extremely inaccurate in their classifications and in little agreement with each other. Also, it appeared that different judges emphasized different factors when making their decisions. The results suggest that, given current definitions of the condition called “learning disabilities,” there is considerable doubt that school personnel can accurately and reliably identify such students.

Original languageEnglish (US)
Pages (from-to)209-220
Number of pages12
JournalPsychology in the Schools
Volume19
Issue number2
DOIs
StatePublished - Apr 1982

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