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  • Is the discrepancy criterion for defining developmental disorders valid?

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    33578_1.pdf (173.4Kb)
    Author(s)
    J. Dyck, Murray
    Hay, David
    Anderson, Mike
    M. Smith, Leigh
    Piek, Jan P.
    Hallmayer, Jochim
    Griffith University Author(s)
    Dyck, Murray J.
    Year published
    2004
    Metadata
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    Abstract
    Background: Most developmental disorders are defined by an achievement discrepancy in which achievement on one or more specific abilities is substantially less than a person's measured intelligence. We evaluated the validity of this discrepancy criterion by assessing parameters that determine variability across abilities and by assessing relationships between achievement discrepancies and behavioral disturbances. Methods: Measures of intelligence, language, motor coordination, empathic ability, and attentional control were administered to a representative sample of 390 children aged 3 to 12 years. Parent ratings of child ...
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    Background: Most developmental disorders are defined by an achievement discrepancy in which achievement on one or more specific abilities is substantially less than a person's measured intelligence. We evaluated the validity of this discrepancy criterion by assessing parameters that determine variability across abilities and by assessing relationships between achievement discrepancies and behavioral disturbances. Methods: Measures of intelligence, language, motor coordination, empathic ability, and attentional control were administered to a representative sample of 390 children aged 3 to 12 years. Parent ratings of child behavior were obtained. Results: Results indicate that achievement discrepancies are a function of the correlation between ability measures, the shape of the ability distributions, and position on an index ability dimension. Discrepancies in achievement were not related to behavioral disturbance, but underachievement relative to age peers was invariably related to behavioral disturbance. Conclusions: We conclude that developmental disorders need to be redefined in ways that are consistent with how Mental Retardation is now defined, by (a) underachievements, (b) of defined magnitude, (c) using standardized measures, (d) with known relations to normal development, and (e) concurrent deficits on standardized measures of impaired function.
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    Journal Title
    Journal of Child Psychology and Psychiatry
    Volume
    45
    Issue
    5
    Publisher URI
    http://www.wiley.com/bw/journal.asp?ref=0021-9630
    DOI
    https://doi.org/10.1111/j.1469-7610.2004.t01-1-00290.x
    Copyright Statement
    © 2004 Wiley-Blackwell Publishing. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. The definitive version is available at www.interscience.wiley.com
    Subject
    Clinical Sciences
    Psychology
    Cognitive Sciences
    Publication URI
    http://hdl.handle.net/10072/16909
    Collection
    • Journal articles

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