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ERIC Number: EJ1141566
Record Type: Journal
Publication Date: 2015-Sep
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0279-6015
Training School Psychologists to Identify Specific Learning Disabilities: A Content Analysis of Syllabi
Barrett, Courtenay A.; Cottrell, Joseph M.; Newman, Daniel S.; Pierce, Benjamin G.; Anderson, Alisha
School Psychology Review, v44 n3 p271-288 Sep 2015
Approximately 2.4 million children receive special education services for specific learning disabilities (SLDs), and school psychologists are key contributors to the SLD eligibility decision-making process. The Individuals with Disabilities Education Act (2004) enabled local education agencies to use response to intervention (RTI) instead of the prevailing ability-achievement (Ab-Ach) discrepancy method for SLD decision making. In this study we examined the degree to which school psychology graduate programs train different methods of SLD decision making by analyzing syllabi (n = 123) from courses in school psychology graduate programs (n = 78). Syllabi were coded by (a) Ab-Ach discrepancy training, (b) RTI training, (c) special education (e.g., law or the referral process), (d) communicating assessment results, (e) ethics, and (f) multicultural assessment considerations. Variations existed between training programs, across courses within training programs, and across regions of the country. Implications for training are discussed and address areas for future training and research.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Grant or Contract Numbers: N/A