California Association of School Psychologists (CASP) adopted a Position Paper in March, 2014 intended to support school psychologists in California in electing to use a process known as Patterns of Strengths and Weaknesses (PSW) as one of three methods specified in IDEA 2014 and California Code of Regulations, Title 5, to identify students being…

This paper aims to translate for practitioners the principles and methods for evaluating screening measures in education, including benchmark goals and cut points, from our technical manuscript "Evaluation of Diagnostic Systems: The Selection of Students at Risk of Academic Difficulties" (this issue). We offer a brief description of…

This volume addresses the most current perspectives and issues related to learning disabilities and is written by leaders in the field of learning disabilities. The layout of the book and ordering of chapters allows readers to follow learning disabilities in a very logical and thoughtful process from legal issues, identification, and assessment,…

A criticism of the obfuscatory nomenclature, and the negative influence on children labeled with learning disabilities. (RA)

Part 2 of a two-part series, the article highlights research relevant to learning disability (LD) diagnostic practices, summarizes a study of current diagnostic practices related to learning problem referrals, and contrasts three ethical perspectives used in judging the appropriateness of such activity. (See EC 120 477 for Part 1.) (Author/DLS)

Current diagnostic and labeling practices were studied with 26 children with learning disabilities and other learning handicaps. (Author/DLS)

Problems in the application of traditional process-oriented approaches to diagnosis and treatment of learning disabilities suggest a need to alter the manner in which these basic processes are conceptualized and measured. (Author)

Discussed is the role of the pediatrician in the diagnosis of learning disabilities and the management of problems associated with learning disabled children. (IM)

It is suggested that procedures for the assessment of learning disabilities incorporate measures of extrinsic motivation in order to differentiate students with learning disabilities from those who perform poorly because of low intrinsic motivation. (Author)

Surveyed 83 Montana school psychologists concerning use of computer-based regression discrepancy model for learning disability identification. Of respondents, 89 percent used model; 62 percent used model regularly. Nonuse was related to less agreement with model assumptions, lower perception of model's value, difficulty in locating input data,…

Investigated cognitive ability, academic achievement, and social-behavioral competencies of 80 students referred for academic problems, and relationship of these data to learning disability classification decisions. Forty subjects were classified as learning disabled, and 40 were not identified as handicapped. Variables found to correlate most…

The Educational Evaluation is the first of three kits in a program developed to assist the special education or classroom teacher in providing a successful educational experience for children having trouble with a normal academic program. Kit 1 is equipped with materials and directions to systematically seek and interpret the various areas and…

The article reviews theoretical issues surrounding the concept of severe discrepancy in the diagnosis of learning disabilities. Components of discrepancy, including ability measures and achievement measures, are discussed. It is concluded that discrepancy is a necessary but not sufficient criterion in the identification of a learning disability.…

Examines identification of learning-disabled students, comparing advantages and disadvantages of most common discrepancy formulas and multiple regression discrepancy method. Contends that educational and statistical significance of test scores should be taken into consideration during identification process, and consonance between…