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Conducting a Targeted SLD Assessment Using the Core-Selective Evaluation Process (C-SEP): Implications for Assessing English Learners
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Tammy L. Stephens; Pedro Olvera; Edward K. Schultz – Contemporary School Psychology, 2024
This article positions the core-selective evaluation process (C-SEP), a pattern of strengths and weaknesses (PSW) model of identifying specific learning disabilities (SLD), within guidelines and best practices recommended for assessing English learners. C-SEP is a broad approach that utilizes multiple sources of data to establish underachievement,…
Descriptors: English Language Learners, Learning Disabilities, Evaluation Methods, Best Practices
Intellectual Development and the Core-Selective Evaluation Process: Gaining Insight and Understanding of Students with Specific Learning Disabilities
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Edward Karl Schultz; Tammy Stephens; Pedro Olvera – Contemporary School Psychology, 2024
The specific learning disabilities (SLD) identification literature is replete with competing narratives concerning the advantages and disadvantages of various techniques and methods. Until a widely accepted and empirically proven SLD identification methodology is universally supported, evaluators should seek to improve the existing alternatives.…
Descriptors: Learning Disabilities, Identification, Intellectual Development, Evaluation Methods
A Measure to Evaluate Parenting Interventions: Using Inclusive Research to Modify a Tool to Measure Change in Parenting Self-Efficacy during the Antenatal Period
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Athena Ip; Sally Kendall; Ali Jabeen; Scott Watkin; Anna Cox – British Journal of Learning Disabilities, 2024
Background: With the right support, people with learning disabilities can be 'good enough' parents (Coren et al., 2011; Murphy & Feldman, 2002). Parenting programmes exist to support parents and are made accessible for people with learning disabilities who are expecting a baby, but evaluation of the benefit of these interventions is poor due…
Descriptors: Intervention, Learning Disabilities, Self Efficacy, Child Rearing
The Development of Ecologically Integrated and Culturally Informed ADHD and SLD Diagnostic Tools for Doctoral Assessment Training
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Anna Cecilia McWhirter; Karrie P. Walters – Grantee Submission, 2024
Psychological assessment is an integral aspect of training in graduate school. Developing ecologically integrated and culturally sensitive diagnostic tools to support case conceptualization and differential diagnosis is critical to improving assessment practices. Nevertheless, there is a dearth of research on diagnostic training practices,…
Descriptors: Attention Deficit Hyperactivity Disorder, Learning Disabilities, Clinical Diagnosis, Diagnostic Tests
Teachers' Perceptions of Response to Intervention and the Special Education Evaluation Process
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Olivia Schimp – ProQuest LLC, 2024
Response to Intervention (RtI) is a tiered system that is designed to provide varied levels of support to students that may be at-risk for learning disabilities. These interventions are adjusted for students based on their progress and associated data. For students that are nonresponsive to interventions over time, a special education evaluation…
Descriptors: Teacher Attitudes, Response to Intervention, Special Education, At Risk Students