REFERENCES

of the children previously diagnosed as learning disabled and 44 % of the. chil-dren diagnosed as being in one of the other categories. Since 50 % of the chil-dren would have been correctly classified by chance alone, these figures are hardly impressive. This outcome is consistent with the finding that there was no signif-icant difference between the LD group and "other exceptionality " groups in the proportion of children manifesting the Bannatyne pattern on an individual basis. It does not appear to be possible to discriminate between LD children and those of other common exceptionalities on the basis of Bannatyne's recategori-zation hierarchy. In conclusion, it appears that Banna-tyne ' s (1974) diagnostic scheme utilizing WISC-R scores is of little or no value in identifying LD children and in many cases would contribute to misdiagnosis if used