Assessing the Impact of Sequential Data Presentation on Specific Learning Disabilities Identification Decisions Using Patterns of Strengths and Weaknesses Methods

Autor/inn/en	Maki, Kathrin E.; McGill, Ryan J.; Conoyer, Sarah J.; Fefer, Sarah A.; Ward, Thomas
Titel	Assessing the Impact of Sequential Data Presentation on Specific Learning Disabilities Identification Decisions Using Patterns of Strengths and Weaknesses Methods
Quelle	In: Journal of Psychoeducational Assessment, 39 (2021) 3, S.372-380 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maki, Kathrin E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282920983951
Schlagwörter	Sequential Approach; Data; Learning Disabilities; Disability Identification; Students with Disabilities; School Psychologists; Vignettes; Decision Making; Reliability; Self Esteem + Suchen Sie Ihr Suchwort? Schrittfolge; Daten; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Decision-making; Entscheidungsfindung; Reliabilität; Self-esteem; Selbstaufmerksamkeit
Abstract	Patterns of strengths and weaknesses represent relatively novel methods for identifying specific learning disabilities (SLD) with proponents asserting that the incorporation of multiple sources of assessment data and professional judgment play a key role in their utility. In this study, we examined if the sequential presentation of assessment data impacted school psychologists' ratings as to whether or not hypothetical students depicted in special education evaluation vignettes should be identified with SLD. Results showed that when participants viewed vignettes that were indicative of SLD (i.e., SLD positive), SLD likelihood ratings increased with the additional presentation of assessment data sources over time. However, when participants viewed vignettes that were indicative of a student not having SLD (i.e., SLD negative), SLD likelihood ratings were relatively consistent over time. Moreover, participants demonstrated relatively high levels of confidence in their SLD identification decisions, and in SLD negative vignettes, confidence increased after the fourth assessment data source was presented. Implications for SLD identification are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01