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

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.