Work

Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification.

Year: 2013

Type: article

Abstract: Few empirical investigations have evaluated learning disabilities (LD) identification methods based on a pattern of cognitive strengths and weaknesses (PSW). This study investigated the reliability and validity of two proposed PSW methods: the concordance/discordance method (C/DM) and cross battery assessment (XBA) method. Cognitive assessment data for 139 adolescents demonstrating inadequate response to intervention was utilized to empirically classify participants as meeting or not meeting PSW LD identification criteria using the two approaches, permitting an analysis of: (a) LD identification rates, (b) agreement between methods, and (c) external validity. LD identification rates varied between the 2 methods depending upon the cut point for low achievement, with low agreement for LD identification decisions. Comparisons of groups that met and did not meet LD identification criteria on external academic variables were largely null, raising questions of external validity. This study found low agreement and little evidence of validity for LD identification decisions based on PSW methods. An alternative may be to use multiple measures of academic achievement to guide intervention.

Source: School Psychology Quarterly

DOI: 10.1037/spq0000037

Authors: Jeremy Miciak, Jack M. Fletcher, Karla K. Stuebing, Sharon Vaughn, Tammy D. Tolar

Institutions: University of Houston, The University of Texas at Austin

Language: English

Topic: Developmental and Educational Neuropsychology

Subfield: Neuropsychology and Physiological Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: green

Funder: Eunice Kennedy Shriver National Institute of Child Health and Human Development