Muddled Measurement: A Historical Perspective on Questionable Practices in School Psychology’s Assessment of Learning Disabilities

Abstract

As school psychologists we are well trained with using and interpreting a variety of psychometric instruments, yet there are several studies that indicate that school psychologist’s interpretive practices veer off the intended path. The application of assessment to the process of identification of specific learning disabilities (SLD) has been noted as one of the more problematic areas in psychoeducational assessment for myriad reasons. While the medical field has begun to focus on de-implementing ineffective practices, the field of psychology has not followed as readily. This article considers the costs of poor decision making in the context of SLD evaluation and seeks to identify evidence-based assessment practices for SLD identification and decision making. After considering historical perspectives, approaches and practices for assessing SLD, actuarial interpretation, and treatment validity will be discussed.