Nine preschool and school-age language assessment tools found to have acceptable levels of identification accuracy were evaluated to determine their overall levels of psychometric validity for use in diagnosing the presence/absence of language impairment. Eleven specific criteria based on those initially devised by McCauley and Swisher (1984) were…

The author suggests that questions of specialist territoriality in the evaluation of handicapped children shift the focus of assessment away from the children and onto the specialists who work with them. Instead, she advocates a redirection of efforts toward training diagnosticians from a variety of fields who can facilitate the workings of…

Reports on a survey investigating the use of dynamic assessment and other nontraditional techniques among school psychologists (N=226). Results indicated that 39% of respondents reported using dynamic assessment techniques once a year or more. The most frequently endorsed reasons for not using dynamic assessment were lack of knowledge and time…

The paper reviews the literature on the use of guidelines to identify handicapped children, especially learning-disabled (LD) children, for special programs. Dangers of misidentification of learning-disabled children through rigid use of discrepancy formulas are reported. The paper reviews studies which support: the use of Bannatyne's four factor…

The author stresses that diagnosis is desirable only when it leads to special education intervention. Diagnosis in a service vacuum is seen to be unnecessary and frustrating for parents and teachers of handicapped children. It is also emphasized that assessment of intraindividual differences is more valuable than that of interindividual…

Common pitfalls for diagnosticians and program planners include overgeneralizing, confirming personal expectations, and overinterpreting cause and effect. Suggestions for solving the bias may be implemented at the prereferral level as well as during the multidisciplinary placement meeting. (CL)

Compared z-score discrepancy and regression procedure for determining severe discrepancy between ability and achievement among 236 learning-disabled (LD) referrals. Contrasted results with policy dictating that lowest achieving of referrals be considered LD. Evaluated each student with individual intelligence scale and achievement test. Results…

This study found that states with low percentages of students identified as learning disabled (LD) used a diagnostic method for determining a severe discrepancy, whereas few states identifying the most students used such a method. Use of a method to determine a severe discrepancy may reduce inappropriate labeling of students as LD. (Author/JDD)

Outlines problems related to defining and classifying children with learning disabilities and describes the pitfalls of current assessment procedures, particularly the problems with discrepancy scores. Presents dynamic assessment as an alternative to classification procedures and reviews the results of two studies evaluating dynamic assessment.…

Appropriate identification/assessment of limited English speaking students requires: (1) the use of both standardized and nonstandardized assessment instruments and techniques, and (2) the use of speech-language pathologists or interpreters who are proficient in the students' native language. (JDD)

Considers that children exhibiting frequent problems with inattention, impulsivity, and overactivity in classroom settings may be at risk for Attention-Deficit Hyperactivity Disorder (ADHD). Describes four-stage model for school-based assessment of ADHD which includes screening techniques, multimethod assessment, interpretation of results, and…

Responds to previous article (Gresham and Gansle, 1992) which argued that Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R) was irrelevant for practice of school psychology and that absence of treatment validity was most serious issue among problems with DSM-III-R. Elaborates on several issues surrounding…

This article examines the problem of definition in learning disabilities. It discusses the failure of conceptual definitions to provide a clear idea of what learning disabilities are, examines the true nature of available definitions as stipulative definitions, and notes the difficulty in conceptualizing and implementing operational definitions.…

Surveyed school psychologists regarding identification of mentally retarded students. The Wechsler scales were the most frequently used tests for deriving intelligence quotient scores, which together with adaptive behavior scale scores were rated as most influential in identification-placement decisions. The Vineland Adaptive Behavior Scales were…

The problems in educational diagnosis of the exceptional student, particularly the use of norm referenced testing, are pointed out; and an alternative approach, criterion referenced assessment, is suggested. (SBH)