We address Christo, D'Incau, and Ponzuric's response to our original contribution to this journal "When theory trumps science: A critique of the PSW model for SLD identification." Christo and colleagues stated that there is an empirical support for pattern of strengths and weaknesses (PSW) procedures as a component in the identification…

The California Association of School Psychologists (CASP) responds to a critique of the Association's Position Paper: "Specific Learning Disabilities and Patterns of Strengths and Weaknesses" (2014, March. Available: http://casponline.org/about-casp/publications/) by McGill and Busse. The CASP offers corrections to McGill and Busse's…

Seven techniques for measuring information processing in infants are proposed to aid in the early identification of mental retardation. The techniques are based on conditioning, attentional, and manual exploration paradigms and could be combined into an assessment battery more valid than current infant IQ tests in predicting later disability.…

This article takes a critical look at methods used to identify learning disability (such as use of ability/achievement discrepancy formulas and medical/neurobiological diagnosis) and presents an alternative method that adds assessment of the psychological processes of memory and learning to current practices of assessing intelligence and…

This paper proposes an approach to diagnosing learning disabilities that measures the intrinsic processing or capacity weaknesses that are presumed to underlie academic performance problems. This approach is contrasted with the "diagnosis by exclusion" method currently used. The paper discusses: (1) a definition of intrinsic processes with…

This paper presents a cognitive model of reading disability that looks at how the disability develops across the age and grade span and how it relates to the process of reading acquisition in normal-achieving readers. The model uses the metaphor of a "road map," which identifies the normal road to proficient reading through six phases: visual-cue…

An approach to the diagnosis of pervasive developmental disorders is presented that considers the difficulties in relationships and communication secondary to sensory and motor processing deficits. These difficulties are conceptualized as Multisystem Developmental Disorder (MSDD), and case vignettes illustrate typical patterns of MSDD and…

Offers a conceptual model for students who manifest symptoms of both learning disabilities and emotional/behavior disorders. The model is based on six functional domains: cognitive processing, social/emotional adjustment, behavioral functioning, academic performance, language functioning, and executive functioning. The model is applied to critical…