A National Survey of School Psychologists' Practices in Identifying Specific Learning Disabilities

Autor/inn/en	Benson, Nicholas F.; Maki, Kathrin E.; Floyd, Randy G.; Eckert, Tanya L.; Kranzler, John H.; Fefer, Sarah A.
Titel	A National Survey of School Psychologists' Practices in Identifying Specific Learning Disabilities
Quelle	In: School Psychology, 35 (2020) 2, S.146-157 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benson, Nicholas F.) ORCID (Maki, Kathrin E.) ORCID (Eckert, Tanya L.) ORCID (Fefer, Sarah A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000344
Schlagwörter	School Psychologists; Learning Disabilities; Disability Identification; Public Schools; Individual Characteristics; Response to Intervention; Academic Achievement; Intelligence; Student Evaluation; Age Differences; Time; Intelligence Tests; Achievement Tests; Screening Tests; Wechsler Intelligence Scale for Children; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Learning handicap; Lernbehinderung; Public school; Öffentliche Schule; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Schulleistung; Intelligenz; Klugheit; Schulnote; Studentische Bewertung; Age; Difference; Age difference; Altersunterschied; Zeit; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Screening-Verfahren
Abstract	This study examined the identification frameworks, specific models, and assessment practices used by school psychologists to identify students with specific learning disabilities (SLD) in public schools in the United States. We surveyed school psychologist practitioners using an online survey, conducted a review of state regulations addressing SLD, and evaluated the effects of state-level policies and school psychologists' characteristics on identification practices. Responses from more than 1,300 school psychologists revealed that multiple SLD identification frameworks are utilized and that state regulations generally have stronger effects on identification practices than do characteristics such as school psychologists' age, highest degree obtained, and years of experience. Frameworks with well-known psychometric limitations, such as those employing intelligence-achievement discrepancy formulas, remain commonly employed. We encourage more and better scientific research into both the conceptual and psychometric outcomes associated with SLD identification frameworks and urge application of evidence-based practices in the assessment and treatment of academic deficits. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01