title: Will the real discrepant learning disability please stand up?
abstract: Willson and Reynolds (in this issue) challenged my thesis that the regression-based discrepancy method (RDM) is not a valid tool to detect aptitude-achievement discrepancies. In this response, I show that the statistical and theoretical counterarguments of Willson and Reynolds are based on a misreading of the statistical models presented. Furthermore, I demonstrate that the regression adjustment, which is largest for lower correlations, is the direct source of the lack of validity of the RDM procedure. Nevertheless, RDM can be considered a valid method to measure an achievement component that is unrelated to intelligence.
authors.affiliation: Department of Social Sciences, University of Leiden, The Netherlands. broeck@fsw.leidenuniv.nl
authors.forename: Wim
authors.initials: W
authors.lastname: Van den Broeck
mesh_terms: D002648:Child; D003937:Diagnosis, Differential; D004522:Educational Status; D006801:Humans; D007361:Intelligence Tests; D007859:Learning Disabilities / Q000145:classification*; D015233:Models, Statistical; D008962:Models, Theoretical