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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.  
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Self-discrepancy theory explains how people compare their actual self to their ideal and ought selves and how mismatches between these self-guides can lead to emotional distress. Developed by E. Tory Higgins, the theory distinguishes among three components of self-concept: the actual self, the ideal self, and the ought self. These refer respectively to how individuals perceive themselves, how they aspire to be, and how they believe they are obligated to be. Emotional well-being, self-esteem,...
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Intellectual Disability01:29

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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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Introduction to z Scores01:06

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A z score (or standardized value) is measured in units of the standard deviation. It tells you how many standard deviations the value x is above (to the right of) or below (to the left of) the mean, μ. Values of x that are larger than the mean have positive z scores, and values of x that are smaller than the mean have negative z scores. If x equals the mean, then x has a zero z score. It is important to note that the mean of the z scores is zero, and the standard deviation is one.
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A z score (or standardized value) is measured in units of the standard deviation. It indicates how many standard deviations the value x is above (to the right of) or below (to the left of) the mean, μ. Values of x that are larger than the mean have positive z scores, and values of x that are smaller than the mean have negative z scores. If x equals the mean, then x has a zero z score. It is important to note that the mean of the z scores is zero, and the standard deviation is one.
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A Misuse of IQ Scores: Using the Dual Discrepancy/Consistency Model for Identifying Specific Learning Disabilities.

A Alexander Beaujean1, Nicholas F Benson2, Ryan J McGill3

  • 1Psychology & Neuroscience Department, Baylor University, Waco, TX 76798, USA. Alex_Beaujean@baylor.edu.

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|June 5, 2019
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Summary
This summary is machine-generated.

Patterns of Strengths and Weaknesses (PSW) methods, including Dual Discrepancy/Consistency (DD/C), are used to identify specific learning disabilities (SLD). However, current evidence suggests the DD/C method is not evidence-based for SLD identification.

Keywords:
cognitive profile analysisdual discrepancy/consistencypattern of strengths and weaknessesspecific learning disability

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Area of Science:

  • Educational Psychology
  • Special Education
  • Psychometrics

Background:

  • Patterns of Strengths and Weaknesses (PSW) methods are utilized for identifying Specific Learning Disabilities (SLD).
  • Accurate identification is crucial for accessing special education and related services.
  • The Dual Discrepancy/Consistency (DD/C) method is the most prevalent PSW approach in the U.S.

Purpose of the Study:

  • To trace the origins of PSW methods for SLD identification.
  • To critically review the assumptions and empirical support for the DD/C method.
  • To evaluate the evidence-based status of the DD/C method.

Main Methods:

  • Literature review of PSW methods and their theoretical underpinnings.
  • Critical analysis of the assumptions underlying the DD/C method.
  • Examination of empirical evidence regarding the utility and accuracy of DD/C.

Main Results:

  • The DD/C method is not currently classified as evidence-based for SLD identification.
  • The DD/C method relies on assumptions about test score properties that are not met.
  • There is a lack of experimental utility evidence and evidence of accurate SLD identification for DD/C.

Conclusions:

  • The DD/C method is fundamentally unsound for identifying individuals with SLD.
  • The evidence does not support the use of DD/C as a reliable or valid method.
  • Further research and development of evidence-based SLD identification practices are needed.