Response to McGill and Busse, “When Theory Trumps Science: A Critique of the PSW Model for SLD 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...
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Veröffentlicht in: | California school psychologist 2017-03, Vol.21 (1), p.19-22 |
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Hauptverfasser: | , , |
Format: | Artikel |
Sprache: | eng |
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Online-Zugang: | Volltext |
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Zusammenfassung: | 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 three critiques and clarifies the Association position that the assessment of students suspected of having a Specific Learning Disability involves a comprehensive evaluation that provides information regarding both environmental factors that include data on instruction and interventions as well as within-child factors such as response to intervention and the student’s pattern of academic and specific cognitive strengths and weaknesses. |
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ISSN: | 2159-2020 2161-1505 |
DOI: | 10.1007/s40688-016-0098-6 |