Accurate and consistent identification of students with specific learning disabilities (SLDs) is crucial; however, state and district guidelines regarding identification methods lack operationalization and are inconsistent throughout the United States. In the current study, the authors surveyed 471 school psychologists about school SLD identification guidelines and the identification methods actually used (e.g., ability-achievement discrepancy, response-to-intervention, and the evaluation of students' pattern of strengths and weaknesses). Results indicated that nearly half the participants were allowed or required to choose the method of identification that ensured students received services, if the school-based team determined services were warranted. Variations in SLD identification methods were also found between schools with different characteristics (e.g., location, school level, and student composition). Implications for practice are discussed. C 2015 Wiley Periodicals, Inc.

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Debate regarding the causes of specific learning disabilities (SLDs), precise definitions of SLDs, and the most effective identification methods has persisted for over 50 years. Two prominent schools of thought regarding SLDs exist: (1) biological perspectives and (2) environmental perspectives. Three identification methods are outlined in the Individuals with Disabilities in Education Act of 2004 (IDEA, 2004) and align themselves to the different perspectives: (1) the IQ‐Achievement discrepancy method, (2) the response‐to‐intervention method, and (3) alternative research based procedures (e.g., evaluation of a student's pattern of strengths and weaknesses; PSW). This study used survey methodology (N = 471) and found that school psychologists’ perspectives about SLDs were significantly correlated with preferred identification methods. Preferred identification methods impacted practice even after controlling for individual‐ and school‐level variables. Implications and suggestions for future research are discussed.

Research has documented high levels of job satisfaction among school psychologists. Given that school psychologists spend much of their time in special education decision making and identifying students with specific learning disabilities (SLDs), it is important to understand how assessment practices relate to job satisfaction. This study surveyed 471 practicing school psychologists to understand how SLD identification methods impact job satisfaction. Results indicated (a) approximately 60 % of participants were satisfied with their SLD assessment practices, (b) participants were least satisfied with their school guidelines regarding assessment, (c) participants were most satisfied working with others for SLD assessment, (d) different SLD identification methods were associated with varying levels of job satisfaction, and (e) greater alignment between preferred and actual SLD identification practices was associated with higher levels of job satisfaction related to assessment. Implications for future or practicing school psychologists are discussed. Future research should focus on empirically investigating outcomes associated with job satisfaction, such as turnover rates.

Given the importance of consultation in school psychology practice, more research is needed to examine the types of interpersonal communication through which consultation is effective. This study revisited Erchul and Schulte (1990), which investigated the amount of transcription and coding of consultation sessions required for reliable and accurate estimates of particular consultation communication variables. Using Linguistic Inquiry and Word Count, this study examined tone, interrogatives, clout, affect, and use of the 1st-person plural pronoun within the instructional consultation, assessment, and teaming process. Results partially aligned with Erchul and Schulte in that tone, interrogatives, and clout could be reliably and accurately assessed by analyzing 1 complete consultation session or segments of 2 sessions. Affect and pronoun use could not be reliably and accurately measured by sampling segments of consultation sessions. Impact and ImplicationsThe study investigated the amount of transcription and coding required for reliable and accurate estimates of various dimensions of consultation communication. Some dimensions of consultation communication were reliably and accurately estimated by coding only one consultation session, yet other dimensions were not. The results can guide researchers in balancing accuracy, reliability, and efficiency in studying communication in school consultation.