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Recommendations in School Psychological Evaluation Reports for Academic Deficits: Frequency, Types, and Consistency with Student Data
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Burns, Matthew K.; Barrett, Courtenay A.; Maki, Kathrin E.; Hajovsky, Daniel B.; Duesenberg, McKinzie D.; Romero, Monica E. – Contemporary School Psychology, 2020
School psychological reports of evaluation results have the potential to provide data that are timely, synthesized, and interpreted and could include recommendations for evidence-based interventions and accommodations for improving student outcomes. The current study examined 130 school psychological reports from 13 school districts and found that…
Descriptors: School Psychology, Student Evaluation, Evidence Based Practice, Intervention
Specific Learning Disability Identification in an RtI Method: Do Measures of Cognitive Ability Matter?
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Hajovsky, Daniel B.; Maki, Kathrin E.; Chesnut, Steven R.; Barrett, Courtenay A.; Burns, Matthew K. – Learning Disabilities Research & Practice, 2022
This study examined the extent to which cognitive ability index scores predicted multidisciplinary teams' (MDT) SLD identification within a response-to-intervention (RtI) method after accounting for RtI slope and norm-referenced achievement scores. Results showed that four achievement composite scores (i.e., basic reading, reading comprehension,…
Descriptors: Learning Disabilities, Disability Identification, Response to Intervention, Cognitive Tests
Language Used in School Psychological Evaluation Reports as Predictors of SLD Identification within a Response to Intervention Model
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Barrett, Courtenay A.; Burns, Matthew K.; Maki, Kathrin E.; Clinkscales, Andryce; Hajovsky, Daniel B.; Spear, Shelbie E. – School Psychology, 2022
Despite decades of research, much is still unknown regarding how specific learning disability (SLD) identification decisions are made, particularly how language related to sociodemographic and psychosocial factors may impact decision-making. This study employed the Linguistic Inquiry and Word Count (LIWC) method to examine the language used in…
Descriptors: Learning Disabilities, Disability Identification, Language Usage, School Psychology
Defining the Undefinable: Operationalization of Methods to Identify Specific Learning Disabilities among Practicing School Psychologists
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Cottrell, Joseph M.; Barrett, Courtenay A. – Psychology in the Schools, 2016
Accurate and consistent identification of students with specific learning disabilities (SLDs) is crucial; however, state and district guidelines regarding identification methods lack operationalization and are inconsistent throughout the United States. In the current study, the authors surveyed 471 school psychologists about "school" SLD…
Descriptors: School Psychologists, Learning Disabilities, Disability Identification, Methods
Job Satisfaction among Practicing School Psychologists: The Impact of SLD Identification
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Cottrell, Joseph M.; Barrett, Courtenay A. – Contemporary School Psychology, 2016
Research has documented high levels of job satisfaction among school psychologists. Given that school psychologists spend much of their time in special education decision making and identifying students with specific learning disabilities (SLDs), it is important to understand how assessment practices relate to job satisfaction. This study surveyed…
Descriptors: Job Satisfaction, School Psychologists, Learning Disabilities, Psychoeducational Methods
An Examination of the Relationships between Specific Learning Disabilities Identification and Growth Rate, Achievement, Cognitive Ability, and Student Demographics
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Maki, Kathrin E.; Barrett, Courtenay A.; Hajovsky, Daniel B.; Burns, Matthew K. – School Psychology, 2020
Students with specific learning disabilities (SLDs) represent a large proportion of those receiving special education services in U.S. schools, but the relationship between student-level variables and SLD identification is still not well understood. The purpose of this study was to examine the extent to which data collected as part of a…
Descriptors: Learning Disabilities, Disability Identification, Academic Achievement, Race
Examining MTSS Implementation across Systems for SLD Identification: A Case Study
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Barrett, Courtenay A.; Newman, Daniel S. – School Psychology Forum, 2018
Although research supports the effectiveness of the multitiered system of supports (MTSS) on academic and behavioral outcomes, districts aim to engage in data-based decision making and examine the effectiveness of their own MTSS implementation. This case study describes how one regional education service agency (RESA) in the Midwest implemented…
Descriptors: Case Studies, Teaching Methods, Decision Making, Learning Disabilities