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Direct linkJohn D. Hall; Meagan B. Medley; Kristin R. Johnson; Hannah F. Tisdale; Jaylee R. Martinez; Aleise L. Nooner; Zoe C. Douglas; Hayley J. Peoples; Anna G. Chaplain – Journal of Special Education Leadership, 2024
The assessment of Intellectual Disability (ID) under the Individuals With Disabilities Education Improvement Act 2004 (IDEIA; Public Law 108-446, 2004) requires the measurement of both intelligence and adaptive behavior (i.e., conceptual, social, and practical skills). This study expands past research by examining current state special education…
Descriptors: Educational Legislation, Equal Education, Students with Disabilities, Federal Legislation
Flanagan, Dawn P.; Fiorello, Catherine A.; Ortiz, Samuel O. – Psychology in the Schools, 2010
This article demonstrates how the broad and narrow abilities and processes that comprise Cattell-Horn-Carroll (CHC) theory and their relations to specific academic outcomes have begun to transform our current understanding of the definition of and methods for identifying specific learning disability (SLD), particularly in the school setting. The…
Descriptors: Cognitive Ability, Theories, Learning Disabilities, Disability Identification
Canivez, Gary L.; Neitzel, Ryan; Martin, Blake E. – Journal of Psychoeducational Assessment, 2005
The present study reports data supporting the construct validity of the Kaufman Brief Intelligence Test (K-BIT; Kaufman & Kaufman, 1990), the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991), and the Adjustment Scales for Children and Adolescents (ASCA; McDermott, Marston, & Stott, 1993) through convergent…
Descriptors: Intelligence, Academic Achievement, Construct Validity, Validity
