Psycho-educational assessment of specific learning disabilities: Views and practices of Australian psychologists and guidance counsellors
Meteyard, John & Gilmore, Linda (2015) Psycho-educational assessment of specific learning disabilities: Views and practices of Australian psychologists and guidance counsellors. Journal of Psychologists and Counsellors in Schools, 25(1), pp. 1-12.
This paper reports an investigation of the views and practices of 203 Australian psychologists and guidance counsellors with respect to psycho-educational assessment of students with Specific Learning Disabilities (SLDs). Results from an online survey indicated that practitioners draw upon a wide-range of theoretical perspectives when conceptualising and identifying SLDs, including both response to intervention and IQ – achievement discrepancy models. Intelligence tests (particularly the Wechsler scales) are commonly employed, with the main stated reasons for their use being ‘traditional’ perspectives (including IQ-achievement discrepancy-based definitions of SLDs), to exclude a diagnosis of intellectual disability, and to guide further assessment and intervention. In contrast participants reported using measures of academic achievement and tests of specific cognitive deficits known to predict SLDs (e.g., phonological awareness) relatively infrequently.
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|Item Type:||Journal Article|
|Additional Information:||Formerly Australian Journal of Guidance and Counselling|
|Keywords:||specific learning disabilities, psycho-educational assessment, response to intervention, IQ – achievement discrepancy, Wechsler Intelligence Scales|
|Subjects:||Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Educational Psychology (170103)|
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Current > QUT Faculties and Divisions > Faculty of Health
Current > Schools > School of Psychology & Counselling
|Copyright Owner:||Copyright 2014 Cambridge University Press|
|Copyright Statement:||This article has been accepted for publication and will appear in a revised form, subsequent to peer review and/or editorial input by Cambridge University Press, in Australian Journal of Guidance and Counselling, 25(1) 2015, page 1-12, published by Cambridge University Press.|
|Deposited On:||30 Sep 2014 22:52|
|Last Modified:||22 Jul 2015 13:41|
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