NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1108113
Record Type: Journal
Publication Date: 2016-Aug
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0731-9487
Critical Issues in Specific Learning Disability Identification: What We Need to Know about the PSW Model
McGill, Ryan J.; Styck, Kara M.; Palomares, Ronald S.; Hass, Michael R.
Learning Disability Quarterly, v39 n3 p159-170 Aug 2016
As a result of the upcoming Federal reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA), practitioners and researchers have begun vigorously debating what constitutes evidence-based assessment for the identification of specific learning disability (SLD). This debate has resulted in strong support for a method that appraises an individual's profile of cognitive test scores for the purposes of determining cognitive processing strengths and weaknesses, commonly referred to as patterns of strengths and weaknesses (PSW). Following the Fuchs and Deshler model, questions regarding the psychometric and conceptual integrity of the PSW model are addressed. Despite the strong claims made by many PSW proponents, the findings by this review demonstrate the need for additional information to determine whether PSW is a viable alternative to existing eligibility models and worthy for large scale adoption for SLD identification. Implications for public policy and future SLD research are also discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004
Identifiers - Assessments and Surveys: Kaufman Assessment Battery for Children; Wechsler Intelligence Scale for Children
Grant or Contract Numbers: N/A