Partitioning Influences on SLD Decision Outcomes and Confidence: School Psychologists’ Decision-Making Style,Beliefs,and Sociodemographic Characteristics

Abstract

Despite the importance of reliable, valid, and equitable identification of students with specific learning disabilities (SLD), research has highlighted the potential for school psychologists’ personal characteristics to influence the identification decision. No studies to date have examined the broad range of individual characteristics and their potential to affect the SLD identification decision or individuals’ confidence in their decision. We conducted a study with 264 full-time practicing U.S. school psychologists to isolate the role of individual characteristics, including beliefs about SLD and decision-making style, on the SLD identification decision and confidence in the decision. Results indicated that, all else equal, a variety of individual characteristics emerged as significant predictors of the identification decision and confidence. Implications for research and practice are discussed, as well as suggestions for future research.

Keywords

specific learning disability identification ability-achievement discrepancy response to intervention patterns of strengths and weaknesses decision-making special education

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