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Abstract

Learning Disabilities (LDs) affect a significant number of students in elementary and secondary school. In order for these students, along with parents and teachers, to understand the nature of their specific difficulties, and have equal opportunity in academic settings, a comprehensive psychological report containing properly informed recommendations for accommodations must be provided. In the present study, previous psychological assessment reports of 100 Grade 7 and 8 LD identified students were evaluated based on gold standard criteria. Previous and current diagnoses were compared to test the hypothesis that less comprehensive previous assessment reports would be significantly associated with a change in diagnosis between assessments. This hypothesis was supported. In addition, many previous reports did not use a complete battery of tests or have a clear diagnostic statement. It was found that the various types of practitioners conducting preliminary assessments were a significant cause for disparity between reports. Recommendations for improved early diagnostic practices are discussed.

Les difficultés d’apprentissage affectent de nombreux étudiants aux niveaux élémentaire et secondaire. Pour que ces étudiants ainsi que les parents et les enseignants puissent comprendre la nature de leurs difficultés, ils doivent recevoir une évaluation psychologique détaillée et un rapport psychologique complet. Il est nécessaire également que ces rapports fournissent des recommandations académiques spécifiques pour leur procurer autant de chance de réussite que les autres étudiants. Dans cette étude, des rapports psychologiques antérieurs basés sur 100 étudiants en grade 7 et 8 identifiés avec des difficultés d’apprentissage montraient qu’ils avaient été évalués selon des critères standards. Des diagnostics antérieurs et actuels on été comparés pour vérifier l’hypothèse que les rapports psychologiques incomplets précédents seraient associés à un changement de diagnostic entre les évaluations. Cette hypothèse a été confirmée dans l’étude présente. En plus, de nombreux rapports antérieurs n’indiquaient pas une liste de tests complets et n’incluaient pas un diagnostic clair. Nous avons aussi découvert des disparités nettes entre les rapports psychologiques écrits par différents types de professionnels. Des recommandations pour améliorer les pratiques de diagnostics chez les enfants sont discutés.

Keywords

learning disabilities assessment documentation diagnostic stability children

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The Relation Between Comprehensive Assessment Procedures and Diagnostic Stability in School-Aged Children Identified With Learning Disabilities

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