title: Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification.
abstract: Few empirical investigations have evaluated learning disabilities (LD) identification methods based on a pattern of cognitive strengths and weaknesses (PSW). This study investigated the reliability and validity of two proposed PSW methods: the concordance/discordance method (C/DM) and cross battery assessment (XBA) method. Cognitive assessment data for 139 adolescents demonstrating inadequate response to intervention was utilized to empirically classify participants as meeting or not meeting PSW LD identification criteria using the two approaches, permitting an analysis of: (a) LD identification rates, (b) agreement between methods, and (c) external validity. LD identification rates varied between the 2 methods depending upon the cut point for low achievement, with low agreement for LD identification decisions. Comparisons of groups that met and did not meet LD identification criteria on external academic variables were largely null, raising questions of external validity. This study found low agreement and little evidence of validity for LD identification decisions based on PSW methods. An alternative may be to use multiple measures of academic achievement to guide intervention.
authors.affiliation: Texas Institute of Measurement, Evaluation, and Statistics and Department of Psychology, University of Houston.
authors.forename: Jeremy
authors.initials: J
authors.lastname: Miciak
authors.affiliation: Texas Institute of Measurement, Evaluation, and Statistics and Department of Psychology, University of Houston.
authors.forename: Jack M
authors.initials: JM
authors.lastname: Fletcher
authors.affiliation: Texas Institute of Measurement, Evaluation, and Statistics and Department of Psychology, University of Houston.
authors.forename: Karla K
authors.initials: KK
authors.lastname: Stuebing
authors.affiliation: The Meadows Center for Preventing Educational Risk, Department of Special Education, University of Texas at Austin.
authors.forename: Sharon
authors.initials: S
authors.lastname: Vaughn
authors.affiliation: Texas Institute of Measurement, Evaluation, and Statistics and Department of Psychology, University of Houston.
authors.forename: Tammy D
authors.identifier: 0000-0002-1081-3166
authors.initials: TD
authors.lastname: Tolar
mesh_terms: D000124:Achievement; D002648:Child; D003071:Cognition; D005260:Female; D006801:Humans; D007361:Intelligence Tests; D007859:Learning Disabilities / Q000175:diagnosis*; D008297:Male; D009483:Neuropsychological Tests; D015203:Reproducibility of Results