Evaluation of the Technical Adequacy of Three Methods for Identifying Specific Learning Disabilities Based on Cognitive Discrepancies

Autor/inn/en	Stuebing, Karla K.; Fletcher, Jack M.; Branum-Martin, Lee; Francis, David J.
Titel	Evaluation of the Technical Adequacy of Three Methods for Identifying Specific Learning Disabilities Based on Cognitive Discrepancies
Quelle	In: School Psychology Review, 41 (2012) 1, S.3-22 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Simulation; Learning Disabilities; Efficiency; Psychometrics; Teaching Methods; Cognitive Ability; Identification; Cognitive Processes; Decision Making; Predictive Validity; Evaluation Criteria; Cost Effectiveness; Student Needs; Measures (Individuals); Scores; Statistical Analysis; Evaluation Methods; Cognitive Assessment System; Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Learning handicap; Lernbehinderung; Effectiveness; Effektivität; Wirkungsgrad; Psychometry; Psychometrie; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Identifikation; Identifizierung; Cognitive process; Kognitiver Prozess; Decision-making; Entscheidungsfindung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Messdaten; Statistische Analyse; WIAT; Eignungsprüfung; Eignungstest
Abstract	This study used simulation techniques to evaluate the technical adequacy of three methods for the identification of specific learning disabilities via patterns of strengths and weaknesses in cognitive processing. Latent and observed data were generated and the decision-making process of each method was applied to assess concordance in classification for specific learning disabilities between latent and observed levels. The results showed that all three methods had excellent specificity and negative predictive values, but low to moderate sensitivity and very low positive predictive values. Only a very small percentage of the population (1%-2%) met criteria for specific learning disabilities. In addition to substantial psychometric issues underlying these methods, general application did not improve the efficiency of the decision model, may not be cost effective because of low base rates, and may result in many children receiving instruction that is not optimally matched to their specific needs. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10