SLD Identification: A Survey of Methods Used by School Psychologists

Authors

  • Michael D. Watson Jr.
  • Joan B. Simon University of Central Arkansas
  • Lenora Nunnley

DOI:

https://doi.org/10.18666/LDMJ-2016-V21-I1-6392

Keywords:

specific learning disabilities, methods for SLD identification, school psychology practice, discrepancy model, response-to-intervention, cross-battery/strengths and weaknesses

Abstract

IDEA 2004 opened the door for states, and in some cases districts, to choose among three different methods for identifying children with Specific Learning Disabilities (SLDs). This study provides an in-depth look at SLD identification practices in a state that allows school psychologists to use any of the three methods. Eighty-four school psychologists, 53.8% of the state’s school psychology association members, completed an online survey about which methods they use for identifying students with SLDs, the reasons for their choice, and their professional training level and years of experience. The most frequently reported method of identification was the combination of Discrepancy/Regression and Response to Intervention. Approximately one third of participants indicated the primary reason they use a particular method is because of a suggestion by a colleague or supervisor. Neither years of experience nor training level were related to the use of a single versus combined method for identification. Limitations and implications are discussed.

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Published

2016-02-03

Issue

Vol. 21 No. 1 (2016)

Section

Articles

License

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