Next Article in Journal / Special Issue
Using Standardized Test Scores to Include General Cognitive Ability in Education Research and Policy
Previous Article in Journal
The Enriching Interplay between Openness and Interest: A Theoretical Elaboration of the OFCI Model and a First Empirical Test
Article Menu

Export Article

Open AccessReview

A Misuse of IQ Scores: Using the Dual Discrepancy/Consistency Model for Identifying Specific Learning Disabilities

1
Psychology & Neuroscience Department, Baylor University, Waco, TX 76798, USA
2
Educational Psychology Department, Baylor University, Waco, TX 76798, USA
3
School of Education, College of William & Mary, Williamsburg, VA 23187, USA
4
Department of Graduate Education, Leadership and Counseling, Rider University, Lawrenceville, NJ 08648, USA
*
Author to whom correspondence should be addressed.
Received: 6 June 2018 / Revised: 20 July 2018 / Accepted: 23 July 2018 / Published: 1 August 2018
(This article belongs to the Special Issue Intelligence in Education)
Full-Text   |   PDF [365 KB, uploaded 2 August 2018]   |  

Abstract

The purpose of this article is to describe the origins of patterns of strengths and weaknesses (PSW) methods for identifying specific learning disabilities (SLD) and to provide a comprehensive review of the assumptions and evidence supporting the most commonly-used PSW method in the United States: Dual Discrepancy/Consistency (DD/C). Given their use in determining whether students have access to special education and related services, it is important that any method used to identify SLD have supporting evidence. A review of the DD/C evidence indicates it cannot currently be classified as an evidence-based method for identifying individuals with a SLD. We show that the DD/C method is unsound for three major reasons: (a) it requires test scores have properties that they fundamentally lack, (b) lack of experimental utility evidence supporting its use, and (c) evidence supporting the inability of the method to identify SLD accurately. View Full-Text
Keywords: dual discrepancy/consistency; pattern of strengths and weaknesses; cognitive profile analysis; specific learning disability dual discrepancy/consistency; pattern of strengths and weaknesses; cognitive profile analysis; specific learning disability
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

Beaujean, A.A.; Benson, N.F.; McGill, R.J.; Dombrowski, S.C. A Misuse of IQ Scores: Using the Dual Discrepancy/Consistency Model for Identifying Specific Learning Disabilities. J. Intell. 2018, 6, 36.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
J. Intell. EISSN 2079-3200 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top