Citation

MacMillan DL. Educ. Treat. Child. 1998; 21(3): 234-245.

Copyright

(Copyright © 1998, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The practice of categorizing students into one and only one sanctioned disability category coupled with the current practice of labeling most children with high incidence disabilities as LD in the early elementary grades is reason for concern. Evidence is presented to show variability across states in the use of the SED designation and the frequency of comorbid and trimorbid cases being classified as LD.

FINDINGS from ongoing projects are presented to illustrate differential profiles for comorbid children in comparison to those who represent "clean" cases. Other findings demonstrate the variability within a group of children considered at-risk for conduct problems. The need to unpackage these categorical variables is explored in terms of explaining more variance in research and in linking treatment to child needs more efficiently.

Language: en