An Examination of the Relationships between Specific Learning Disabilities Identification and Growth Rate, Achievement, Cognitive Ability, and Student Demographics

Autor/inn/en	Maki, Kathrin E.; Barrett, Courtenay A.; Hajovsky, Daniel B.; Burns, Matthew K.
Titel	An Examination of the Relationships between Specific Learning Disabilities Identification and Growth Rate, Achievement, Cognitive Ability, and Student Demographics
Quelle	In: School Psychology, 35 (2020) 5, S.343-352 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maki, Kathrin E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000400
Schlagwörter	Learning Disabilities; Disability Identification; Academic Achievement; Race; Ethnicity; Socioeconomic Status; Cognitive Ability; Student Characteristics; Students with Disabilities; Predictor Variables; Response to Intervention; Special Education; Elementary Secondary Education; Achievement Tests; Children; Intelligence Tests; Cognitive Tests; Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Cognitive Ability; Kaufman Test of Educational Achievement; Kaufman Assessment Battery for Children; Wechsler Preschool and Primary Scale of Intelligence; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Schulleistung; Rasse; Abstammung; Ethnizität; Socio-economic status; Sozioökonomischer Status; Denkfähigkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Prädiktor; Special needs education; Sonderpädagogik; Sonderschulwesen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Child; Kind; Kinder; Intelligence test; Intelligenztest; Kognitiver Fähigkeitstest; WIAT; Eignungsprüfung; Eignungstest
Abstract	Students with specific learning disabilities (SLDs) represent a large proportion of those receiving special education services in U.S. schools, but the relationship between student-level variables and SLD identification is still not well understood. The purpose of this study was to examine the extent to which data collected as part of a comprehensive psychoeducational evaluation were associated with SLD identification status. Logistic regression analyses were used to examine how response to intervention (RtI) slope (i.e., growth rate), academic achievement, global cognitive ability, and demographic variables (i.e., race/ethnicity, gender, and free/reduced-price lunch [FRL] status) were related to SLD identification. Academic achievement (B = -0.13, OR = 0.88), race/ethnicity (B = -1.35, OR = 0.26; 0 = white student, 1 = student of color), and FRL (B = 0.94, OR = 2.57) were related to SLD status, but global cognitive ability and RtI slope were not, even though the RtI method was reported to be used during the special education decision-making process. Implications for practice, particularly related to the use of RtI, are discussed. (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