Differential Effects of WISC-R Factors on Special Education Eligibility for Three Ethnic Groups

Abstract

The influence of the WISC-R factors, identified by Kaufman (1975), on special education eligibility was examined for three ethnic groups. A multiple regression procedure was used to analyze data on 300 students referred for evaluation and found to be either not eligible for services (NE) or eligible for special education services as mentally retarded (MR) or learning disabled (LD). Results indicated that all three WISC-R factors individually made a significant contribution to the prediction of all three groups, namely, mentally retarded, learning disabled, and those not eligible for services. The Freedom from Distractibility factor was found not to contribute significantly to the prediction of the not eligible category.