It is often assumed that children with learning disabilities (LD) exhibit unique profiles of ability scores that reflect idiosyncratic cognitive strengths and weaknesses. Interpretation of cognitive ability profiles initially focused on visual inspection of subtest scores followed by statistical comparisons to identify significant cognitive…

Approximately half of students who are deaf or hard of hearing (DHH) have a co-occurring disability. Although assessing as well as diagnosing learning disabilities (LDs) is particularly difficult in this population, it is important to properly identify students who may be eligible for academic interventions or accommodations. This study analyzed…

The current study meta-analyzed 47 single-subject studies of behavioral self-management interventions that were published between 1971 and 2011. In addition to obtaining an overall measure of effect across all self-management studies (f = 0.93), analyses were conducted to assess whether treatment effectiveness was moderated by factors such as…

Approximately 2.4 million children receive special education services for specific learning disabilities (SLDs), and school psychologists are key contributors to the SLD eligibility decision-making process. The Individuals with Disabilities Education Act (2004) enabled local education agencies to use response to intervention (RTI) instead of the…

Students with disabilities are disproportionately represented within the bullying dynamic. However, few studies have investigated the interaction between disability identification and special education services. The current study evaluated bullying involvement (direct victimization, relational victimization, cybervictimization, bullying, fighting,…

This study used simulation techniques to evaluate the technical adequacy of three methods for the identification of specific learning disabilities via patterns of strengths and weaknesses in cognitive processing. Latent and observed data were generated and the decision-making process of each method was applied to assess concordance in…

The current study replicated MacQuarrie, Tucker, Burns, and Hartman (2002) with a sample of 20 students who had been identified with a disability and had an IQ score that was between 1 and 3 standard deviations below the normative mean. Each student was taught 27 words from the Esperanto International Language with the following conditions: (a)…

The present study employed an alternating-treatments design to compare the differential effect of group contingencies on the improvement of homework completion and accuracy of students with disabilities in a self-contained fifth-grade classroom. Generally, past investigations have indicated a positive association between homework performance and…

The primary potential benefit of the response-to-intervention model is its utility for serving students with unmet instructional or behavioral needs. Although discussion and debates have often focused on the potential "promise and pitfalls" of using response to intervention to make eligibility decisions, less attention has been devoted to key…

Schools are increasingly using curriculum-based measurement reading procedures to conduct universal screenings as a means of identifying students whose level and rate of growth are discrepant from peers. Despite abundant evidence supporting the reliability and validity of curriculum-based measurement-reading procedures, researchers have not fully…

Examines which of three types of severe discrepancy approaches best accounted for students' identification as learning disabled (LD). Results showed that the best explanation for school-based LD identification practices was a relative achievement discrepancy. Implications of these findings for LD identification practice based on an ecological…

In accordance with theme of mini-series of articles in this journal issue, presents annotated bibliography of 17 articles and sections from books on the social functioning of individuals with learning disabilities. Entries are arranged alphabetically by author. (NB)

Investigates long-term stability of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) for children with specific learning disability (SLD), serious emotional disability (SED), and mental retardation (MR). There were no differential effects of disability groups on long-term stability coefficients. Stability coefficients for Full…

The aim of this study was to derive core profiles from the general education subsample from the Comprehensive Test of Nonverbal Intelligence (CTONI) using a three-stage cluster analysis procedure. Findings indicate that level, not shape, differences should be expected from administration of the CTONI to students both with and without learning…

Reviews literature on possible causes of social functioning deficits in adults with learning disabilities including language disorders, information processing deficits, and behavioral and/or attention problems. Discusses co-occurrence of social functioning deficits with nonverbal learning disability, and effects of educational isolation,…