title: PIC profiles for learning-disabled and behavior-disordered children.
abstract: Compared the performance of learning-disabled and behavior-disordered children (N = 60) on the recently published Personality Inventory of Children (PIC) to investigate the discriminant validity of the instrument. The data were analyzed by profile analysis and stepwise discriminant analysis. Results showed that learning-disabled and behavior-disordered children could be differentiated clearly on subtests that comprise the Cognitive Development and Conduct Disorder factors. However, less differentiation was found on the Internalization factor. Further examination indicated a possible diagnosis X scale "interaction" within the Internalization factor. Those learning-disabled children who also experienced "internal" difficulties tended to score high on the Somatic Concern Scale, while behavior-disordered children typically scored high on the other Internalization scales (i.e., Anxiety, Withdrawal, etc.). A total of seven of the PIC clinical and validity scales were selected in the discriminant function that separated the two groups.
mesh_terms: D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis / Q000523:psychology*; D004519:Education, Special; D006801:Humans; D007389:Internal-External Control; D007859:Learning Disabilities / Q000175:diagnosis / Q000523:psychology*; D010555:Personality Inventory; D012017:Referral and Consultation; D012917:Social Adjustment