Currently 15 percent of U.S. students receive special education services, a widespread intensive intervention with variable effects on students. Spurred by changes in federal policy, many states and districts have begun adopting the Response to Intervention (RTI) approach to identifying students to receive special education services. RTI seeks to…

There has been a marked increase in accommodation requests from students with disabilities at both the postsecondary education level and on high-stakes examinations. As such, accurate identification and quantification of normative impairment is essential for equitable provision of accommodations. Considerable diversity currently exists in methods…

Through the use of excerpts from one of our own case studies, this commentary applied concepts inherent in, but not limited to, the neuropsychological literature to the interpretation of performance on the Kaufman Tests of Educational Achievement-Third Edition (KTEA-3), particularly at the level of error analysis. The approach to KTEA-3 test…

It is important to identify cognitive and achievement characteristics that differentiate students who are twice exceptional because they are gifted and have a learning disability (2e-LD) from gifted and average ability peers because this information informs empirically-based identification and support systems for this population. In this study, I…

This study examined the identification frameworks, specific models, and assessment practices used by school psychologists to identify students with specific learning disabilities (SLD) in public schools in the United States. We surveyed school psychologist practitioners using an online survey, conducted a review of state regulations addressing…

The Ability Achievement Discrepancy model remains the primary identification method used by school personnel. This study examined identification of a specific learning disability using the Ability Achievement Discrepancy model with the Woodcock-Johnson IV (WJ-IV). Two different test scores can be used to represent the ability construct: one that…

Students with specific learning disabilities (SLDs) represent a large proportion of those receiving special education services in U.S. schools, but the relationship between student-level variables and SLD identification is still not well understood. The purpose of this study was to examine the extent to which data collected as part of a…

Within the Canadian context, the two major learning disability classification systems are arguably the American Psychiatric Association's (APA) "Diagnostic and Statistical Manual of Mental Disorders" and the Learning Disabilities Association (LDAC) of Canada's "Official Definition of Learning Disabilities." Several of the more…

The purpose of this study was to investigate the relationship between cognitive flexibility, academic skills, educational trajectories, and career goals of college students with and without Attention Deficit Hyperactivity Disorder (ADHD). Participants completed a demographic questionnaire, objective and subjective measures of cognitive…

The purpose of this article is to provide the reader with insight into the clinical reasoning involved in the assessment and intervention planning for a child with Attention-Deficit/Hyperactivity Disorder. The reader will be guided through the authors' conceptualization of this case, and suggestions for intervention in the classroom will be…

This study examined the predictive validity and classification accuracy of individual- and group-administered screening measures relative to student performance on a year-end state reading assessment in two states. A sample of 321 students was assessed in the areas of word-level and text fluency, as well as reading comprehension in the fall of…

This study examined the predictive validity and classification accuracy of individual and group-administered screening measures relative to student performance on a year-end state reading assessment in two states. A sample of 321 students were assessed in the areas of word-level and text fluency, as well as reading comprehension in the fall of…

This study tests a proposed model of coping outcomes for 290 primary school students in Years 5 and 6 (mean age = 11.50 years) with and without learning disabilities (LDs) within a resource-based framework of coping. Group-administered educational and intelligence tests were used to screen students for LDs. Students also completed a questionnaire…

The "Woodcock-Johnson III" Tests of Achievement grade norms versus age norms were examined in the calculation of discrepancy scores in 202 college students. Difference scores were calculated between the "Wechsler Adult Intelligence Scale-3rd Edition" Full Scale IQ and the "Woodcock-Johnson III" Total Achievement,…

Dyslexia and other learning disabilities are not being properly recognized and treated in our educational system or society at large. Unrecognized and untreated learning disabilities represent a serious social and economic problem, not only to the individual but to society as a whole. For example, antisocial behavior, as seen in prison populations…