PED624

Textbook

• In the Flanagan, Ortiz, and Alfonso (2013) text read the chapters:  
  • Chapter 1 -- Overview (pp. 1-44) 
    • Chapter 1 provides an overview of the PSW Cross-Battery approach to SLD assessment.  A definition of the process is included.  The link between CHC Theory and PSW is provided.  Broad and Narrow bands of cognitive processing are reviewed. The rationale for the use of the XBA (Cross-Battery PSW Model for SLD assessment) is included.  Guidelines for the use of this model are provided. 
  • Chapter 2 -- How to Organize a Cross-Battery Assessment Using Cognitive, Achievement, and Neuropsychological Batteries (pp. 45-120) 
    • Chapter 2 included information regarding the principles for organizing cross-battery assessments. Step-by-step methods for developing a test battery are included. The XBA (Cross-Battery Assessment Data Management System) is explored, and processes are explained. The cognitive processes associated with reading, writing, and math are explored. Different scenarios are shared.   
  • Chapter 3 -- How to Interpret Test Data (pp. 121-226)
    • Chapter 3 explores how to interpret the data obtained and processed through the VBA software system (using the PSW method of SLD assessment).    
  • Chapter 4 -- Cross-Battery Assessment for SLD Identification: The Dual Discrepancy/Consistency Pattern of Strengths and Weaknesses in the Context of an Operational Definition (pp. 227-286) 
    • Chapter 4 explores the Dual Discrepancy/Consistency (DD/C) Pattern of Strengths and Weaknesses. The authors provided information to assist in understanding how a cognitive processing deficit impacts academic achievement. SLD is explained which provides the foundation for the DD/C definition which is also included. The five levels of evaluation using the DD/C definition are included. 

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