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Enhancing Practice through Application of Cattell-Horn-Carroll Theory and Research: A "Third Method" Approach to Specific Learning Disability Identification
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Flanagan, Dawn P.; Fiorello, Catherine A.; Ortiz, Samuel O. – Psychology in the Schools, 2010
This article demonstrates how the broad and narrow abilities and processes that comprise Cattell-Horn-Carroll (CHC) theory and their relations to specific academic outcomes have begun to transform our current understanding of the definition of and methods for identifying specific learning disability (SLD), particularly in the school setting. The…
Descriptors: Cognitive Ability, Theories, Learning Disabilities, Disability Identification
"Differential Ability Scales--Second Edition" (Neuro)Psychological Predictors of Math Performance for Typical Children and Children with Math Disabilities
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Hale, James B.; Fiorello, Catherine A.; Dumont, Ron; Willis, John O.; Rackley, Christopher; Elliott, Colin – Psychology in the Schools, 2008
Concerns about the ability-achievement discrepancy method for specific learning disability (SLD) determination led to alternative research-based methods, such as failure to respond to intervention. Neither of these "regulatory" methods address the "statutory" SLD definition, which explicitly includes a deficit in "basic…
Descriptors: Learning Disabilities, Predictive Validity, Psychology, Mathematics Achievement
Cognitive Hypothesis Testing and Response to Intervention for Children with Reading Problems
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Fiorello, Catherine A.; Hale, James B.; Snyder, Lindsey E. – Psychology in the Schools, 2006
Response to intervention (RTI) must be combined with comprehensive cognitive assessment to identify children with learning disabilities. This article presents the Cognitive Hypothesis Testing (CHT) model for integrating RTI and comprehensive evaluation practices in the identification of children with reading disabilities. The CHT model utilizes a…
Descriptors: Intervention, Validity, Testing, Scientific Methodology
Research into Practice: Cattell-Horn-Carroll Cognitive Assessment in Practice--Eligibility and Program Development Issues
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Fiorello, Catherine A.; Primerano, Diane – Psychology in the Schools, 2005
In this article we explore the application of Cattell-Horn-Carroll (CHC)-based cognitive assessment to school psychology practice. We review the theoretical literature to address both identification practices, with a focus on learning disabilities and mental retardation eligibility, and program development, with a focus on linking assessment to…
Descriptors: Program Development, Intervention, Identification, School Psychology