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Related Experiment Video

Updated: Sep 10, 2025

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

SLD Models and Assessment Data Sources: Effects on Identification and Confidence.

Kathrin E Maki¹, Courtenay A Barrett², Matthew K Burns¹

¹University of Florida, Gainesville, USA.

Journal of Learning Disabilities

|August 23, 2025

Summary

This summary is machine-generated.

The specific learning disability (SLD) identification model did not influence identification decisions or confidence. However, participant race impacted decisions, while race, certification, and experience affected confidence in identifying SLD.

Keywords:

SLD identification data-based decision-making pattern of strengths and weaknesses response-to-intervention specific learning disabilities

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Area of Science:

Educational Psychology
Special Education
Psychometrics

Background:

Specific Learning Disability (SLD) identification relies on various models.
Understanding how different models influence identification decisions and confidence is crucial for equitable practices.

Purpose of the Study:

To investigate the association between SLD identification models (ability-achievement discrepancy, response-to-intervention, patterns of strengths and weaknesses) and identification decisions.
To examine the impact of these models on decision confidence and the perceived importance of assessment data.

Main Methods:

264 participants reviewed psychoeducational evaluation vignettes.
Participants were randomly assigned to one of three SLD identification model conditions (Ab-Ach, RtI, PSW).
Data analyzed included identification decisions, confidence levels, and perceived importance of assessment data.

Main Results:

The SLD identification model did not predict identification decisions or confidence.
Participant race was associated with SLD identification decisions.
Participant race, national certification, and experience influenced decision confidence.

Conclusions:

The choice of SLD identification model did not significantly alter identification outcomes or confidence.
Demographic factors like race, alongside professional experience, play a role in SLD identification decisions and confidence.
Progress monitoring, standardized tests, and educational records are considered key data sources by school psychologists.