Date of Award

6-30-2016

Document Type

Open Access Thesis

Department

Art

Sub-Department

Psychology

First Advisor

Scott L. Decker

Abstract

The identification of learning disabilities is critical for receiving intervention services; however, special education eligibility criteria often varies across districts, resulting in large variations in identification rates. (Hallahan, Keller, & Ball, 1986; Scruggs & Mastropieri, 2002; Reschly & Hosp, 2004; Maki, Floyd & Roberson, 2015). A new method for identifying learning disabilities, patterns of strengths and weaknesses (PSW), has risen in popularity as a method for assessing and informing interventions for students with learning disabilities. Despite the growing popularity of PSW approaches, little is known about the prevalence of cognitive and academic weaknesses in the population (Miciak, Fletcher, Stuebing, Vaughn, & Tolar, 2014). The current study sought to fill this gap by examining the base rates of cognitive and academic weaknesses using the normative sample of the Woodcock-Johnson, Fourth Edition. Additionally, the study examined the effect of differences in assessment methodology on the base rates of cognitive and academic weaknesses; and explored how the Integrated Assessment Intervention model could be used for children with specific learning disabilities (Decker, 2012).

Rights

© 2016, Allison L. Stafford

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