Specific Learning Disabilities Identification: Do the Identification Methods and Data Matter?

Autor/inn/en	Maki, Kathrin E.; Adams, Sarah R.
Titel	Specific Learning Disabilities Identification: Do the Identification Methods and Data Matter?
Quelle	In: Learning Disability Quarterly, 43 (2020) 2, S.63-74 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948719826296
Schlagwörter	Learning Disabilities; Disability Identification; Decision Making; Student Evaluation; School Psychologists; Response to Intervention; Special Education; Academic Achievement; Scores; Cognitive Ability; Equal Education; Educational Legislation; Students with Disabilities; Federal Legislation; Student Records; Observation; Evaluation Methods; Educational Background; Public Schools + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Decision-making; Entscheidungsfindung; Schulnote; Studentische Bewertung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulleistung; Denkfähigkeit; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht; Schülerakte; Beobachtung; Vorbildung; Public school; Öffentliche Schule
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01