scholarly journals A Misuse of IQ Scores: Using the Dual Discrepancy/Consistency Model for Identifying Specific Learning Disabilities

2018 ◽  
Vol 6 (3) ◽  
pp. 36 ◽  
Author(s):  
A. Beaujean ◽  
Nicholas Benson ◽  
Ryan McGill ◽  
Stefan Dombrowski
Keyword(s):  
Learning Disabilities ◽  
Test Scores ◽  
The United States ◽  
Specific Learning Disabilities ◽  
Evidence Based ◽  
Supporting Evidence ◽  
Related Services ◽  
Consistency Model ◽  
Iq Scores ◽  
Specific Learning

The purpose of this article is to describe the origins of patterns of strengths and weaknesses (PSW) methods for identifying specific learning disabilities (SLD) and to provide a comprehensive review of the assumptions and evidence supporting the most commonly-used PSW method in the United States: Dual Discrepancy/Consistency (DD/C). Given their use in determining whether students have access to special education and related services, it is important that any method used to identify SLD have supporting evidence. A review of the DD/C evidence indicates it cannot currently be classified as an evidence-based method for identifying individuals with a SLD. We show that the DD/C method is unsound for three major reasons: (a) it requires test scores have properties that they fundamentally lack, (b) lack of experimental utility evidence supporting its use, and (c) evidence supporting the inability of the method to identify SLD accurately.

Specific Learning Disabilities

2016 ◽  
pp. 170-205
Author(s):  
George Uduigwome
Keyword(s):  
Learning Disabilities ◽  
Early Intervention ◽  
Progress Monitoring ◽  
Learning Experience ◽  
Specific Learning Disabilities ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Systematic Instruction ◽  
Associated Conditions ◽  
Specific Learning

This chapter discusses best practices in providing supports for students diagnosed with reading (dyslexia), writing (dysgraphia), and spelling (dysorthographia) deficits. It examines some impacts of these and associated conditions on learning. The recommended strategies for leveraging learning for the identified population are all evidence-based. Per the author, early intervention is key to providing students with learning disabilities a meaningful learning experience. An early intervention involves the use of multiple measures to diagnose a student's present level of performance primarily with a view to finding strengths (Strengths can be used to mitigate deficits) and learning gaps, utilizing evidence-based systematic instruction delivered with treatment fidelity, and an ongoing progress monitoring.

Toward Defining Discrepancies for Specific Learning Disabilities: An Analysis and Alternatives

1979 ◽  
Vol 2 (4) ◽  
pp. 25-31 ◽  
Author(s):  
Bob Algozzine ◽  
Charles Forgnone ◽  
Cecil Mercer ◽  
John Trifiletti
Keyword(s):  
United States ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Specific Learning Disability ◽  
The United States ◽  
Specific Learning Disabilities ◽  
Significant Discrepancy ◽  
Severe Discrepancy ◽  
Specific Learning

According to the United States Office of Education, the only generally accepted manifestation of a specific learning disability is the existence of a significant discrepancy between expected and actual achievement. Within this context methods for determining the significance of any achievement discrepancies in children's performances become important. The research reported here attempted to evaluate the utility of two procedures for determining severe discrepancy levels; the benefits and liabilities of each are discussed.

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

2019 ◽  
Vol 43 (2) ◽  
pp. 63-74 ◽  
Author(s):  
Kathrin E. Maki ◽  
Sarah R. Adams
Keyword(s):  
Learning Disabilities ◽  
School Psychologists ◽  
Test Scores ◽  
Student Evaluation ◽  
Specific Learning Disabilities ◽  
Background Information ◽  
Observation Data ◽  
Evaluation Data ◽  
Identification Methods ◽  
Specific Learning

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.

Specific Learning Disabilities

2020 ◽  
pp. 320-355
Author(s):  
George Uduigwome
Keyword(s):  
Learning Disabilities ◽  
Early Intervention ◽  
Progress Monitoring ◽  
Learning Experience ◽  
Specific Learning Disabilities ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Systematic Instruction ◽  
Associated Conditions ◽  
Specific Learning

This chapter discusses best practices in providing supports for students diagnosed with reading (dyslexia), writing (dysgraphia), and spelling (dysorthographia) deficits. It examines some impacts of these and associated conditions on learning. The recommended strategies for leveraging learning for the identified population are all evidence-based. Per the author, early intervention is key to providing students with learning disabilities a meaningful learning experience. An early intervention involves the use of multiple measures to diagnose a student's present level of performance primarily with a view to finding strengths (Strengths can be used to mitigate deficits) and learning gaps, utilizing evidence-based systematic instruction delivered with treatment fidelity, and an ongoing progress monitoring.

Enhancing SLD Diagnoses Through the Identification of Psychological Processing Deficits

2013 ◽  
Vol 30 (2) ◽  
pp. 119-139 ◽  
Author(s):  
Milton J. Dehn
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Integrated Model ◽  
Evidence Based ◽  
Processing Deficits ◽  
Psychological Processing ◽  
Specific Learning ◽  
Identification Procedures

After defining psychological processing and providing descriptions of 10 interrelated neuropsychological processes, the author proposes an integrated model for identifying an individual's pattern of psychological processing strengths, weaknesses, and deficits when conducting a specific learning disability (SLD) assessment. The model incorporates approaches from other pattern of strengths and weaknesses (PSW) models, while adding three requirements designed to reduce psychometric concerns about the identification procedures. Details for analysing cross-battery data and recommendations for applying processing deficits to SLD determination are included. In support of the model, the article reviews research that links psychological processing deficits with specific learning disabilities. The article concludes with a brief overview of evidence-based interventions for psychological processing deficits.

Evidence-Based Diagnosis and Treatment for Specific Learning Disabilities Involving Impairments in Written and/or Oral Language

2011 ◽  
Vol 44 (2) ◽  
pp. 167-183 ◽  
Author(s):  
Virginia W. Berninger ◽  
Maggie O'Malley May
Keyword(s):  
Learning Disabilities ◽  
Language Learning ◽  
Oral Language ◽  
Specific Learning Disabilities ◽  
Evidence Based ◽  
Rapid Automatic Naming ◽  
Response To Instruction ◽  
Orthographic Coding ◽  
Language Learning Disability ◽  
Specific Learning

Programmatic, multidisciplinary research provided converging brain, genetic, and developmental support for evidence-based diagnoses of three specific learning disabilities based on hallmark phenotypes (behavioral expression of underlying genotypes) with treatment relevance: dysgraphia (impaired legible automatic letter writing, orthographic coding, and finger sequencing), dyslexia (impaired pseudoword reading, spelling, phonological and orthographic coding, rapid automatic naming, and executive functions; inhibition and rapid automatic switching), and oral and written language learning disability (same impairments as dyslexia plus morphological and syntactic coding and comprehension). Two case studies illustrate how these differential diagnoses can be made within a conceptual framework of a working memory architecture and generate treatment plans that transformed treatment nonresponders into treatment responders. Findings are discussed in reference to the importance of (a) considering individual differences (diagnosis of impaired hallmark phenotypes) in planning and evaluating response to instruction and modifying instruction when a student is not responding; (b) recognizing that teaching may change epigenetic gene expression at one stage of schooling, but not the underlying gene sequences that render individuals still vulnerable as curriculum requirements increase in nature, complexity, and volume in the upper grades; and (c) using evidence-based diagnoses of specific learning disabilities that are consistent across states for free and appropriate education K to 12 and for accommodations throughout higher education and professional credentialing.

scholarly journals An Evidence-Based Analysis of Self-Regulated Strategy Development Writing Interventions for Students with Specific Learning Disabilities

2015 ◽  
Vol 16 (1-2) ◽  
Author(s):  
Areej Alharbi ◽  
Brittany L. Hott ◽  
Beth A. Jones ◽  
Harvetta R. Henry
Keyword(s):  
Learning Disabilities ◽  
Single Case ◽  
The United States ◽  
Specific Learning Disabilities ◽  
Strategy Development ◽  
Inclusion Criteria ◽  
Writing Interventions ◽  
School Aged Children ◽  
Overlapping Data ◽  
Specific Learning

AbstractBackground: Approximately 5% of school-aged children in the United States receive special education services under the specific learning disabilities category. Additionally, 20% of all students experience difficulty with writing, spelling, and handwriting.Goal: This literature review provides a synthesis of single case studies evaluating the use of self-regulated strategy development SRSD) for students with specific learning disabilities.Method: Percentage of non-overlapping data PND) and Percentage of Data Exceeding the Median (PEM) were used as a common metric to evaluate studies meeting inclusion criteria.Results: Fifteen articles evaluating seven SRSD writing intervention strategies met study inclusion criteria. Both mean PND (89.69%, Range = 38% - 100%) and mean PEM (0.98, Range = 0.91 - 1.00) suggest that SRSD writing interventions are effective to highly effective.Conclusions: Althoudh additional research is needed, the results suggest that self-regulated writing strategies are an effective intervention to support students with specific learning disabilities experiencing difficulty with writing.

scholarly journals Differential vocational rehabilitation service patterns and outcomes for transition-age youth with specific learning disabilities: Implications in the COVID-19 era

2020 ◽  
pp. 1-12
Author(s):  
Cahit Kaya ◽  
Sharon Hsu ◽  
Phillip D. Rumrill ◽  
Cheryl Hanley-Maxwell ◽  
Fong Chan
Keyword(s):  
Learning Disabilities ◽  
Vocational Rehabilitation ◽  
Multivariate Logistic Regression Analysis ◽  
Employment Outcomes ◽  
Specific Learning Disabilities ◽  
Demographic Variables ◽  
Transition Age Youth ◽  
Related Services ◽  
Transition Age ◽  
Specific Learning

BACKGROUND: It is essential to ensure that youth with specific learning disabilities (SLD) receive an appropriate type and amount of vocational rehabilitation (VR) services to facilitate their entrance to employment and career development. METHODS: In this study, the chi-squared automatic interaction detector (CHAID) analysis and multivariate logistic regression analysis were used to investigate the relationship among demographic variables, VR services, and employment outcomes for transition-age youth with SLD. RESULTS: Results indicated that age, gender, race, educational level, and cash benefits from the Social Security Administration were significant predictors of employment outcomes for transition-age youth with SLD. After controlling for the effects of demographic variables, job and training related services had significant relationships with employment outcomes. Most notably, job placement, occupational/vocational training, and on-the-job support services had the strongest relationships with competitive employment outcomes. CONCLUSION: These findings support the effectiveness of job-related services and supported employment for transition-age youth with SLD. Implications for future research and practice in the wake of the COVID-19 pandemic are discussed.

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