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Direct linkGrapin, Sally L. – School Psychology Forum, 2018
Since their emergence in public schools, specific learning disability (SLD) identification practices have been controversial in both research and practice. The purpose of this special issue is to present contemporary research on various models of SLD identification as well as issues associated with their implementation. Each of the articles in…
Descriptors: Learning Disabilities, Disability Identification, Public Schools, Research
Christo, Catherine; D'Incau, Barbara J.; Ponzuric, Jenny – Contemporary School Psychology, 2017
The California Association of School Psychologists (CASP) responds to a critique of the Association's Position Paper: "Specific Learning Disabilities and Patterns of Strengths and Weaknesses" (2014, March. Available: http://casponline.org/about-casp/publications/) by McGill and Busse. The CASP offers corrections to McGill and Busse's…
Descriptors: Reader Response, Learning Disabilities, Disability Identification, School Psychologists
Ryan, Carolyn S., Ed. – IntechOpen, 2017
Learning disabilities are conditions that are associated with difficulties in knowledge and skill acquisition to the level expected of same-age peers. The current book is an international examination of assessment methods, preventative measures, intervention, and research with those individuals with learning disabilities obtained from authors in…
Descriptors: Learning Disabilities, Foreign Countries, Classification, Identification
Callinan, Sarah; Cunningham, Everarda; Theiler, Stephen – Australian Journal of Guidance and Counselling, 2013
The rise in popularity of Response to Intervention (RTI) as a method of identifying Learning Disabilities (LD) is partially due to the psychometric and theoretical issues inherent to the use of IQ tests in the once popular discrepancy method of identification. However, both RTI and discrepancy theories have their shortcomings, and criticisms…
Descriptors: Disability Identification, Cognitive Processes, Learning Disabilities, Response to Intervention
Johnson, Evelyn S. – Topics in Language Disorders, 2014
Learning disabilities (LDs) have long been presumed to be a neurological disorder resulting from a deficit in 1 or more cognitive processes. Although the emphasis on cognitive processing disorders has been included in the definition since the term was coined, and although it arguably represents the key distinguishing characteristic of LDs, it also…
Descriptors: Learning Disabilities, Neurological Impairments, Cognitive Processes, Literature Reviews
Miciak, Jeremy; Taylor, W. Pat; Denton, Carolyn A.; Fletcher, Jack M. – School Psychology Quarterly, 2015
Few empirical investigations have evaluated learning disabilities (LD) identification methods based on a pattern of cognitive strengths and weaknesses (PSW). This study investigated the reliability of LD classification decisions of the concordance/discordance method (C/DM) across different psychoeducational assessment batteries. C/DM criteria were…
Descriptors: Achievement Tests, Test Selection, Learning Disabilities, Disability Identification
Ciullo, Stephen; Lembke, Erica S.; Carlisle, Abigail; Thomas, Cathy Newman; Goodwin, Marilyn; Judd, Laura – Learning Disability Quarterly, 2016
The authors report findings from a systematic observational study of middle school educators (Grades 6-8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies…
Descriptors: Evidence Based Practice, Middle School Students, Middle School Teachers, Response to Intervention
Brigham, Frederick J.; Bakken, Jeffrey P. – Advances in Special Education, 2013
It seems that assessment has almost always been a controversial issue when discussing students with learning disabilities. This chapter will first define learning disabilities with a discussion on the current federal definition, what a severe discrepancy is, the dimensions of a psychological processing disorder, and response to intervention. Then…
Descriptors: Learning Disabilities, Definitions, Cognitive Processes, Neurological Impairments
Kubas, Hanna A.; Schmid, Amy D.; Drefs, Michelle A.; Poole, Jennifer M.; Holland, Sara; Fiorello, Catherine A. – Learning Disabilities: A Multidisciplinary Journal, 2014
Children with math disabilities (MD) represent a heterogeneous group and often display deficits in one or more cognitive domains. Math proficiency requires a number of different cognitive processes, including quantitative knowledge, working memory, processing speed, fluid reasoning, and executive functions. Assessment practices that do not address…
Descriptors: Cognitive Processes, Mathematics Instruction, Mathematics Achievement, Learning Disabilities
Dombrowski, Stefan C.; Gischlar, Karen L. – Journal of Applied School Psychology, 2014
The authors encourage those in the field of school psychology to consider the use of learning disabilities assessment practices in relation to specific American Psychological Association and National Association of School Psychologists ethical codes and in regard to the American Educational Research Association, American Psychological Association,…
Descriptors: Learning Disabilities, Disability Identification, Ethics, School Psychology
Miciak, Jeremy; Williams, Jacob L.; Taylor, W. Pat; Cirino, Paul T.; Fletcher, Jack M.; Vaughn, Sharon – Journal of Educational Psychology, 2016
No previous empirical study has investigated whether the learning disabilities (LD) identification decisions of proposed methods to operationalize processing strengths and weaknesses approaches for LD identification are associated with differential treatment response. We investigated whether the identification decisions of the…
Descriptors: Learning Disabilities, Disability Identification, Predictor Variables, Intervention
Specific Learning Disability Identification: What Constitutes a Pattern of Strengths and Weaknesses?
Schultz, Edward Karl; Simpson, Cynthia G.; Lynch, Sharon – Learning Disabilities: A Multidisciplinary Journal, 2012
The 2004 Individuals with Disabilities Education Improvement Act (IDEA) and subsequent regulations published in 2006 have significantly changed the identification process for students suspected of having specific learning disabilities. Rather than using a discrepancy model contrasting intellectual and achievement test results, assessment…
Descriptors: Disability Identification, Learning Disabilities, Achievement Tests, Response to Intervention
Buttner, Gerhard; Hasselhorn, Marcus – International Journal of Disability, Development and Education, 2011
Students with difficulties in specific cognitive processes and academic achievement with otherwise normal levels of intellectual functioning are classified as having a learning disability (LD). In spite of extensive recent research in a number of disciplines, controversial debate continues with regard to several issues. To reconcile some of them…
Descriptors: Learning Disabilities, Disability Identification, Cognitive Processes, Definitions
Tannock, Rosemary – International Journal for Research in Learning Disabilities, 2013
DSM-5, the fifth edition of the American Psychiatric Association's "Diagnostic and Statistical Manual of Mental Disorders," was published in May 2013, amidst a storm of controversy. This article focuses on changes made to the diagnostic criteria for Specific Learning Disorders (SLD). Primary criticisms of the changes in the SLD concern…
Descriptors: Learning Disabilities, Response to Intervention, Mental Disorders, Clinical Diagnosis
Kearns, Devin M.; Fuchs, Douglas – Exceptional Children, 2013
Stakeholders are debating the value of cognitively focused instruction for students who have not benefited from a skills-based approach. Much of the discussion, however, is occurring without recognition of research that has been conducted in the past 2 decades. In this article, we reviewed the research. Electronic databases and hard copies of…
Descriptors: Academic Achievement, Low Achievement, Teaching Methods, Cognitive Processes
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