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ERIC Number: EJ1131594
Record Type: Journal
Publication Date: 2017-Mar
Pages: 5
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-2159-2020
A Rejoinder on the PSW Model for SLD Identification: Still Concerned
McGill, Ryan J.; Busse, R. T.
Contemporary School Psychology, v21 n1 p23-27 Mar 2017
We address Christo, D'Incau, and Ponzuric's response to our original contribution to this journal "When theory trumps science: A critique of the PSW model for SLD identification." Christo and colleagues stated that there is an empirical support for pattern of strengths and weaknesses (PSW) procedures as a component in the identification of specific learning disorders and raised concerns regarding our critique of the PSW model. We present further research to support our perspective and maintain that empirical data are lacking for PSW assessment in the identification of specific learning disability (SLD). School psychologists are cautioned to consider the evidence regarding the practice of PSW-related procedures. [For "When Theory Trumps Science: A Critique of the PSW Model for SLD Identification," see EJ1131590. For "Response to Mcgill and Busse, 'When Theory Trumps Science: A Critique of the PSW Model for SLD Identification,'" see EJ1131592.]
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Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A