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ERIC Number: EJ877128
Record Type: Journal
Publication Date: 2010
Pages: 12
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0734-2829
Identifying Students with Learning Disabilities: Composite Profile Analysis Using the Cognitive Assessment System
Huang, Leesa V.; Bardos, Achilles N.; D'Amato, Rik Carl
Journal of Psychoeducational Assessment, v28 n1 p19-30 2010
The detection of cognitive patterns in children with learning disabilities (LD) has been a priority in the identification process. Subtest profile analysis from traditional cognitive assessment has drawn sharp criticism for inaccurate identification and weak connections to educational planning. Therefore, the purpose of this study is to use a new generation of cognitive tests with megacluster analysis to augment diagnosis and the instructional process. The Cognitive Assessment System uses a contemporary theoretical model in which composite scores, instead of subtest scores, are used for profile analysis. Ten core profiles from a regular education sample (N = 1,692) and 12 profiles from a sample of students with LD (N = 367) were found. The majority of the LD profiles were unique compared with profiles obtained from the general education sample. The implications of this study substantiate the usefulness of profile analysis on composite scores as a critical element in LD determination. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act