How Do School Psychologists Interpret Intelligence Tests for the Identification of Specific Learning Disabilities?

Autor/inn/en	Kranzler, John H.; Maki, Kathrin E.; Benson, Nicholas F.; Eckert, Tanya L.; Floyd, Randy G.; Fefer, Sarah A.
Titel	How Do School Psychologists Interpret Intelligence Tests for the Identification of Specific Learning Disabilities?
Quelle	In: Contemporary School Psychology, 24 (2020) 4, S.445-456 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-020-00274-0
Schlagwörter	School Counselors; Test Interpretation; Intelligence Tests; Disability Identification; Learning Disabilities; Scores + Suchen Sie Ihr Suchwort? School counselor; Beratungslehrer; Pädagogischer Berater; Test analysis; Testauswertung; Intelligence test; Intelligenztest; Learning handicap; Lernbehinderung
Abstract	Although intelligence tests are among the most widely used psychological instruments in school psychology, at the current time, little is known about how practitioners interpret them. The primary purpose of this study, therefore, was to determine how intelligence tests are interpreted by school psychologists, particularly for the identification of specific learning disabilities (SLD). Participants were 1317 school psychologists who were practicing in the USA. Results indicated that school psychologists differ widely in their approach to intelligence test interpretation, particularly for the identification of SLD, and that these differences are only modestly related to personal characteristics, level and accreditation/approval status of professional training, and state regulations for SLD eligibility determination. Although we found that most practicing school psychologists (80%) regularly interpret the overall score, which is the most reliable and valid score for most uses of intelligence tests in the schools, many also engage in questionable interpretive practices, such as conducting intra-individual (ipsative) subtest analyses and the patterns of strengths and weaknesses approach to SLD identification. Implications of these results for practice and training are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01