NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1168891
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1046-6819
SLD Identification: A Survey of Methods Used by School Psychologists
Watson, Michael D., Jr.; Simon, Joan B.; Nunnley, Lenora
Learning Disabilities: A Multidisciplinary Journal, v21 n1 p57-67 2016
IDEA 2004 opened the door for states, and in some cases districts, to choose among three different methods for identifying children with Specific Learning Disabilities (SLDs). This study provides an in-depth look at SLD identification practices in a state that allows school psychologists to use any of the three methods. Eighty-four school psychologists, 53.8% of the state's school psychology association members, completed an online survey about which methods they use for identifying students with SLDs, the reasons for their choice, and their professional training level and years of experience. The most frequently reported method of identification was the combination of Discrepancy/Regression and Response to Intervention. Approximately one third of participants indicated the primary reason they use a particular method is because of a suggestion by a colleague or supervisor. Neither years of experience nor training level were related to the use of a single versus combined method for identification. Limitations and implications are discussed.
Sagamore Publishing LLC. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arkansas
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Grant or Contract Numbers: N/A