ERIC Number: EJ1130098
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Utility of KTEA-3 Error Analysis for the Diagnosis of Specific Learning Disabilities
Flanagan, Dawn P.; Mascolo, Jennifer T.; Alfonso, Vincent C.
Journal of Psychoeducational Assessment, v35 n1-2 p226-241 Feb-Apr 2017
Through the use of excerpts from one of our own case studies, this commentary applied concepts inherent in, but not limited to, the neuropsychological literature to the interpretation of performance on the Kaufman Tests of Educational Achievement-Third Edition (KTEA-3), particularly at the level of error analysis. The approach to KTEA-3 test interpretation advocated here parallels the cognitive process-oriented approach used by McCloskey and colleagues in their interpretation of the Wechsler scales. This approach is also advocated by Hale and Fiorello as part of their cognitive hypothesis testing model and is inherent in the neuropsychological assessment and interpretation frameworks proposed by Miller and Dehn. For the purpose of this commentary, we describe how this approach to KTEA-3 test interpretation fits within our own Cattell-Horn-Carroll (CHC)-based approach to specific learning disabilities (SLD) identification. To derive maximum benefit from error analysis, practitioners must pay careful attention to the manner in which students respond to test items and copiously document their observations during test administration.
Descriptors: Achievement Tests, Error Patterns, Learning Disabilities, Test Interpretation, Disability Identification
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Kaufman Test of Educational Achievement
Grant or Contract Numbers: N/A