Response to McGill and Busse, “When Theory Trumps Science: A Critique of the PSW Model for SLD Identification”

Christo, Catherine; D'Incau, Barbara; Ponzuric, Jenny

doi:10.1007/s40688-016-0098-6

Cited by 5 publications

(3 citation statements)

References 15 publications

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“…The traditional cognitive-achievement discrepancy model has been replaced with the rather recent phenomenon for learning disability assessments based on processing strengths and weaknesses (PSW). PSW proponents assert that cognitive and processing assessment results are a necessary component to a comprehensive assessment as a way to identify subtypes of academic skill deficits and thereby inform subsequent interventions (Christo, D’Incau, & Pozuric, 2017; Learning Disabilities Association of America, 2010). Critics of PSW note a lack of high-quality empirical evidence in support of these assertions (Consortium for Evidence-based Early Intervention Practices, 2010).…”

Section: Since 1995: Some Cautions To Optimismmentioning

confidence: 99%

How is school psychology doing: Why hasn’t school psychology realized its promise?

Conoley¹,

Powers²,

Gutkin³

2020

School Psychology

115

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We take a look back to 1995 when Conoley and Gutkin shared their vision for an adult-focused practice of school psychology with a primary focus on developing health-promoting systems for schoolage children. We then look to the present to what has happened and not happened to substantiate their vision. We found very encouraging developments and continuing challenges in the research targets and practice roles of school psychologists. There is no shortage of evidence-based strategies to improve the school experience of all children. The opportunities offered by, for example, the Multi-Tiered Systems of Support paradigm are promising, but it is unclear whether school psychologists are assuming leadership roles in this work. Furthermore, incorporating postdoctoral specialties is a promising role expansion for school psychologists, but most of the specialties keep the psychologists’ focus on individual child assessment and treatment. School psychology is a very large professional tent with room for many approaches to preventing childhood disorders and promoting behavioral and academic success. Graduate education and current practice seem to reflect the traditional test and place roles for psychologists that Conoley and Gutkin hoped to expand beyond 25 years ago. Research efforts and national organization supports are hopeful, however, for a reimagined practice of psychology that makes use of the powerful ecosystems that affect children’s well-being. Much work is yet to be done.

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Section: Since 1995: Some Cautions To Optimismmentioning

confidence: 99%

How is school psychology doing: Why hasn’t school psychology realized its promise?

Conoley¹,

Powers²,

Gutkin³

2020

School Psychology

115

View full text Add to dashboard Cite

show abstract

“…The pattern of cognitive and academic strengths and weaknesses represented in Figure 1 reflects a “disorder in one or more basic psychological processes” (IDEIA, 2004) and retains the concept of unexpected underachievement that has historically been synonymous with the SLD construct (Kavale & Forness, 2000; see also Hale et al, 2010). Several book chapters and articles have been written on the PSW model in Figure 1, and therefore a lengthier description is not provided here (see Christo, D’Incau, & Ponzuric, 2016; Flanagan & Alfonso, 2016, in press; McDonough & Flanagan, 2016).…”

Section: The Psw Approach To Sld Identificationmentioning

confidence: 99%

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

Flanagan

Mascolo

Alfonso

2016

Journal of Psychoeducational Assessment

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Through the use of excerpts from one of our own case studies, this commentary applied concepts inherent in, but not limited to, the neuropsychological literature to the interpretation of performance on the Kaufman Tests of Educational Achievement-Third Edition (KTEA-3), particularly at the level of error analysis. 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. This approach is also advocated by Hale and Fiorello as part of their cognitive hypothesis testing model and is inherent in the neuropsychological assessment and interpretation frameworks proposed by Miller and Dehn. 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 specific learning disabilities (SLD) identification. To derive maximum benefit from error analysis, practitioners must pay careful attention to the manner in which students respond to test items and copiously document their observations during test administration.

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“…McGill and Busse (2016a), Christo, D'Incau andPonzuric (2016) response, andBusse (2016b) rejoinder are thought-provoking articles regarding CASP position paper on Patterns of Strength and Weakness (Christo and Jones 2014). They raise important questions for us to address: not only how should we define evidenced-based practice (EBP) but also ultimately what to do about the requirements that the law places on us with respect to our practice and what does current research show for its efficacy?…”

mentioning

confidence: 99%

Introduction to the Special Section on Patterns of Strength and Weakness

Hiramoto

2017

Contemp School Psychol

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Response to McGill and Busse, “When Theory Trumps Science: A Critique of the PSW Model for SLD Identification”

Cited by 5 publications

References 15 publications

How is school psychology doing: Why hasn’t school psychology realized its promise?

How is school psychology doing: Why hasn’t school psychology realized its promise?

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

Introduction to the Special Section on Patterns of Strength and Weakness

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