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McGill et al highlights the importance of evidence cognitive weaknesses, there should be a academic weakness, provide evidence of cognitive achievement abilities. There is a lack of PSW definition. 

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McGill et al highlights the importance of evidence cognitive weaknesses, there should be a academic weakness, provide evidence of cognitive achievement abilities. There is a lack of PSW definition. 

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Factor-based scores are not likely to be suitable for individual decision making as evidence has shown a poor ability of subtest scatter to accurately discriminate between clinical and non-clinical subgroups.

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According to McGill, et al, School Psychologists need to have a strong understanding of how relationships with cognitive abilities and other skills compare to each other. Sp's need to also be incredibly accurate in their interpretation.

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There is a lack of a uniform method for actually defining PSW. Additionally, the model encourages clinicians to interpret factor-based scores as primarily indicating broad cognitive abilities. Also, there is a lack of information regarding long-term stability of observed factor scores.

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Pattern of Strengths and Weaknesses PSW video presentation

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According to McGill et al (2016),  PSW models shares at least three core  assumptions  as  it  relates  to  the  diagnosis  of  SLD  despite underlying differences in theoretical orientation: (a) evidence  of  cognitive  weaknesses  must  be  present,  (b)  an

academic weakness must also be established, and (c) there must be evidence of spared cognitive achievement abilities

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According to McGill (2016), due to the complexity of the identification of SLD a great deal of empirical and clinical knowledge is required from the practitioner. Unfortunately, school psychology programs have been found to not adhere to evidence-based assessment practices. McGill argues that additional research is needed to determine how to further equip PSW users to effectively integrate multiple PSW data sources in a manner that facilitates improved diagnostic decision making.

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Factor-based scores from cognitive tests can be suitable to individual decision making, however, practitioners  must  be  mindful  of  the  limitations  of  working  with

observed-level  data  when  interpreting  such  information.

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According to McGill et al (2016), school psychology training programs do not adhere to evidence-based assessment practices due to (a) an overempha-

sis of interpreting the FSIQ score, (b) a gradual decline in the breadth and scope of the cognitive assessment training

sequence  as  a  result  of  RTI  implementation,  and  (c)  poor training  in  linking  cognitive  test  results  to  evidence-based interventions.

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School psychologists must
have advanced training and preparation in the theory of cognitive abilities, causal cognitive–achievement relationships,
and advanced psychometrics and test interpretation for PSW to be implemented with fidelity in educational settings (Fiorello, Hale, & Wycoff, 2012; Weiner, 1989). But Decker, Hale, and Flanagan (2013) argued that school psychology training programs do not adhere to evidence- based assessment practices due to (a) an overemphasis
of interpreting the FSIQ score, (b) a gradual decline in the breadth and scope of the cognitive assessment training
sequence as a result of RTI implementation, and (c) poor training in linking cognitive test results to evidence-based
interventions. As a result, Decker et al. conclude that the cognitive assessment training sequence in many school psychology
programs must be overhauled if the promise of cognitive testing is to be realized with contemporary measures,
regardless of the method being used for SLD
identification.

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PSW model begins at 8:30

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There is a need for users to integrate multiple sources of data in order to enhance the ecological and treatment validity of diagnostic decisions.

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McGill et al. (2016) highlight existing literature, which revealed that high diagnostic specificity was found across all models with only 1-2% of the population meeting SLD criteria. The high specificity contributed to an inflated error rate. Readers are reminded that multidisciplinary evaluation teams must remember that there is going to be some degree of decision error when cut-scores are used to diagnose SLD.

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McGill et al. (2016) highlight existing literature, which revealed that high diagnostic specificity was found across all models with only 1-2% of the population meeting SLD criteria. The high specificity contributed to an inflated error rate. Readers are reminded that multidisciplinary evaluation teams must remember that there is going to be some degree of decision error when cut-scores are used to diagnose SLD.

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McGill et al (2016) mention several problems associated with the operationalizing of weaknesses in PSW models. Specifically, there is a lack of uniformity regarding the methods of defining PSW. Unfortunately the information provided regarding the consideration of the dynamic nature of cognitive-achievement relationships is not sufficient for the diagnostic utility/validity.

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There are not
unique cognitive abilities apart from general intelligence
that may be useful for practitioners to examine when determining whether an individual has SLD. Practitioners must be mindful of the limitations of working with
observed-level data when interpreting such information

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A potential threat to valid factor-based score interpretation, as advocated in PSW models, involves stability of these scores over test-restest intervals. In the long run the results of these studies often do not provide users with information as to the long-term stability of cognitive test scores.

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McGill et al describes cognitive weakness as several models including the concordance/duscordance model, the cattell-horn-carroll opporational model, and the discrepancy/consistency model. Each of these PSW models share at least 3 core assumptions as it related to the diagnosis of SLD.

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School psych training programs don't adhere to evidence-based assessment practices because of emphasis on interpreting FSIQ score, decline of cognitive assessment training due to RTI implementation, and poor training in linking cognitive assessment results to EBIs

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Be mindful of the limitations because these factor-based scores "rarely" provide meaningful predictions about achievement scores beyond the FSIQ. Also, they are not stable over time (studies found 10 or more standard score differences after a mean of test-retest interval of 2.84 years.

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Miciak et al (2015) found that using different assessemnt measures in C/DM model resulted in low agreement of diagnostic decisions.
Miciak et al. (2014) tested validity and reliabilty of C/DM and CHC methods. Model choice affected whether or not student meets SLD critiera.

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There is disagreement on how to define weaknesses.
Some models use psychometric approach- use individual's achievement score and compare it with a sample of same aged peers. According to CHC model, weakness is defined as performance below average range. Flanagan and Alfonso (2015) revised CHC in form of DDC or X-BASS and program uses statistically significant critical values for cognitive weaknesses. D/CM model defines cognitive weakness as a combination of intraindividual and normative appraisals.

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School psychologists must
have advanced training PSW to be implemented with fidelity in educational settings.  Furthermore, McGill et al. states that cognitive assessment training sequence in many school psychology programs must be overhauled if the promise of cognitive testing is to be realized with contemporary measures.

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According to McGill et al (2016), there are several different theoretical models that operationalize
PSW. Despite their differences in diagnosing, each of these models share at least three
core assumptions as it relates to the diagnosis of SLD: (a)
evidence of cognitive weaknesses must be present, (b) an
academic weakness must also be established, and (c) there
must be evidence of spared cognitive–achievement abilities.

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To what extent do SP's have adequate training to implement PSW with integrity?

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To what extent do SP's have adequate training to implement PSW with integrity?

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To what extent are factor-based scores from cognitive tests suitable for individual decision making?

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To what extent are factor-based scores from cognitive tests suitable for individual decision making?

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What evidence do we have for against PSW models diagnostic validity?

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What evidence do we have for against PSW models diagnostic validity?