Author(s)

Matthew McEnroe

Date Approved

7-3-2014

Document Type

Thesis

Degree Name

M.A. School Psychology-Professional School Psychology

Department

Psychology

College

College of Science & Mathematics

First Advisor

Dihoff, Roberta

Subject(s)

Learning disabled children--Identification;Psychological tests

Disciplines

Child Psychology | Student Counseling and Personnel Services

Abstract

The purposes of this study were to examine the current issues of the discrepancy model for identifying specific learning disabilities (SLD) and to perform a cross-battery assessment of the WISC-IV and WIAT-III intelligence batteries to determine if the discrepancy model is truly identifying the areas of concern for students being tested with these batteries or if it is misidentifying students leading to issues with classification and SLD identification. A review of the literature examined the history of the discrepancy model and cross-battery assessments as well as the current issues encompassing the discrepancy model and the application of both the discrepancy formula as well as performing a cross-battery assessment. Data was collected through anonymous archival data provided by Rowan's Assessment and Learning Center. This data consisted of 35 subjects' WISC-IV and WIAT-III profiles ran through the Cross-Battery Assessment Data Management and Interpretive Assistant (DMIA v.2.0). The data was then run through a chi-square analysis to determine if there was a significant relationship between the DMIA software and the traditional discrepancy method. Limitations of the study are also discussed as well as interesting findings discovered along the way.

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