NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1131592
Record Type: Journal
Publication Date: 2017-Mar
Pages: 4
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-2159-2020
Response to McGill and Busse, "When Theory Trumps Science: A Critique of the PSW Model for SLD Identification"
Christo, Catherine; D'Incau, Barbara J.; Ponzuric, Jenny
Contemporary School Psychology, v21 n1 p19-22 Mar 2017
The California Association of School Psychologists (CASP) responds to a critique of the Association's Position Paper: "Specific Learning Disabilities and Patterns of Strengths and Weaknesses" (2014, March. Available: http://casponline.org/about-casp/publications/) by McGill and Busse. The CASP offers corrections to McGill and Busse's three critiques and clarifies the Association position that the assessment of students suspected of having a Specific Learning Disability involves a comprehensive evaluation that provides information regarding both environmental factors that include data on instruction and interventions as well as within-child factors such as response to intervention and the student's pattern of academic and specific cognitive strengths and weaknesses. [For "When Theory Trumps Science: A Critique of the PSW Model for SLD Identification," see EJ1131590.]
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California