PED616 v1

Taylor WP, Miciak J, Fletcher JM, Francis DJ. Cognitive discrepancy models for specific learning disabilities identification: Simulations of psychometric limitations. Psychol Assess. 2017 Apr;29(4):446-457. doi: 10.1037/pas0000356. Epub 2016 Aug 8. PMID: 27504902; PMCID: PMC5298943.

This article by Taylor, Miciak, Fletcher and Francis (2017) is an article where the authors discuss the differences between different processes for assessing students for Specific Learning Disabilities (special education eligibility criteria) . 

 

National Research Center on Learning Disbalities (n.d.). Responsiveness to intervention in the SLD Determination Process. Retrieved January 5, 2023, from www.nrcid.org
This article provides an overview of Response to Intervention (RTI) and how this model can also be used to assess and determine eligibility for students under the eligibility category of Specific Learninng Disability (Special Education). 

Flanagan, D. P., Ortiz, S. O., Alfonso, V. C., Kaufman, A. S., & Kaufman, N. L. (2013). Essentials of Cross-Battery Assessment (Vol. 84). John Wiley & Sons, Incorporated.
This chapter includes the history/background of Specific Learning Disability assessment and some of the challenges associated with the process. The Dual Discrepancy/Consistency model is explored and expanded upon with the pros and cons of this model provided.  

Flanagan, D. P., Ortiz, S. O., Alfonso, V. C., Kaufman, A. S., & Kaufman, N. L. (2013). Essentials of Cross-Battery Assessment (Vol. 84). John Wiley & Sons, Incorporated.
This document provides you with the different cognitive areas (auditory processing, processing speed, long-term storage and retrieval, etc.) and the subtests and tests that can be used to assess in those areas. You will need this document to complete one of the activities this week.