A Current Landscape of Specific Learning Disability Identification: Training, Practices, and Implications

Autor/inn/en	Maki, Kathrin E.; Adams, Sarah R.
Titel	A Current Landscape of Specific Learning Disability Identification: Training, Practices, and Implications
Quelle	In: Psychology in the Schools, 56 (2019) 1, S.18-31 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maki, Kathrin E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22179
Schlagwörter	Learning Disabilities; Disability Identification; School Psychologists; Training; Response to Intervention; Preferences; Evaluation Methods + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Ausbildung
Abstract	Specific learning disability (SLD) identification procedures vary across states (Maki et al., 2015, "School Psychol Quart," 30, 457-469); however, the extent to which SLD identification methods are implemented at the district level is not well understood. Moreover, the high-stakes nature of SLD identification necessitates extensive training, but research regarding graduate and postgraduate training in SLD is limited. This study examined school psychologists' SLD training and practices through survey methodology. Results showed that a growing number of school psychologists use, prefer, and receive training in response to intervention and pattern of strengths and weaknesses to identify students with SLD while the use of and preference for ability-achievement discrepancy may be decreasing. However, nearly one-third of school psychologists still reported the use of ability-achievement discrepancy. In addition, over half of school psychologists reported using state department of education guidance documents to inform their SLD identification practices. Implications for training and practice are discussed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01