NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1250226
Record Type: Journal
Publication Date: 2020-May
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-9487
EISSN: N/A
Specific Learning Disabilities Identification: Do the Identification Methods and Data Matter?
Maki, Kathrin E.; Adams, Sarah R.
Learning Disability Quarterly, v43 n2 p63-74 May 2020
Specific learning disabilities (SLD) identification has consistently been shown to be problematic; however, research has largely focused on SLD identification using test scores only. The present study, therefore, examined SLD identification decisions across identification methods and student evaluation data levels, including test scores, background information, and observations. Participants included 461 school psychologists who were randomly assigned to one of 12 conditions to make identification decisions. Results indicated that response to intervention (RtI) methods resulted in greater identification consistency than ability-achievement discrepancy while pattern of strengths and weaknesses (PSW) resulted in lower identification consistency than ability-achievement discrepancy. However, background information and observation data did not impact SLD identification consistency. Implications for practice and research are also discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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