Enhancing SLD Diagnoses Through the Identification of Psychological Processing Deficits

Abstract

After defining psychological processing and providing descriptions of 10 interrelated neuropsychological processes, the author proposes an integrated model for identifying an individual's pattern of psychological processing strengths, weaknesses, and deficits when conducting a specific learning disability (SLD) assessment. The model incorporates approaches from other pattern of strengths and weaknesses (PSW) models, while adding three requirements designed to reduce psychometric concerns about the identification procedures. Details for analysing cross-battery data and recommendations for applying processing deficits to SLD determination are included. In support of the model, the article reviews research that links psychological processing deficits with specific learning disabilities. The article concludes with a brief overview of evidence-based interventions for psychological processing deficits.

Utility of KTEA-3 Error Analysis for the Diagnosis of Specific Learning Disabilities

“…The approach to KTEA-3 test interpretation advocated here parallels the cognitive process-oriented approach used by McCloskey and colleagues in their interpretation of the Wechsler scales (e.g., McCloskey, 2009a, 2009b; McCloskey & Maerlender, 2005; McCloskey, Slonim, & Hartz, 2016; McCloskey, Slomin, Kaufman, & Nagoshi, in press). This approach is also advocated by Hale and Fiorello (2004) as part of their cognitive hypothesis testing model and is inherent in the neuropsychological assessment and interpretation frameworks proposed by Miller (2013) and Dehn (2013). For the purpose of this commentary, we describe how this approach to KTEA-3 test interpretation fits within our own Cattell-Horn-Carroll (CHC)-based approach to SLD identification (Flanagan, Alfonso, Mascolo, & McDonough, 2016; Flanagan, Alfonso, Ortiz, & Dynda, 2010; Flanagan et al, 2013).…”