Return To The Previous Page
Buy a Package
Number Of Visible Items Remaining : 2 Item

Formulas used to identify learning disorders in children

Formulas used to identify learning disorders in children
Model Description Comments
Low achievement
  • Student's performance on standardized tests is "significantly" lower than expected by national or local norms
  • "Significantly" is defined locally and can vary between <1 to 2 SDs below the mean
Intraindividual differences
  • Evaluator determines whether the student's learning profile demonstrates varying strengths and weaknesses ("subtest scatter")
  • Not a sensitive indicator of LD
  • May provide information about the student's profile of learning strengths and weaknesses if confirmed by qualitative observations
Responsiveness to intervention
  • Evaluator determines the student's progress when the student is provided with specific educational interventions (eg, more intensive instruction in reading decoding, more small group instruction)
  • The optimal method of monitoring the student's progress is not clear
Discrepancy formula
  • Evaluator determines whether there is a discrepancy between the student's overall intelligence (eg, as measured on an IQ test) and academic achievement in a particular academic domain
  • Absence of discrepancy does not exclude LD
  • 2004 revisions to the IDEA stipulate that a discrepancy formula cannot be the sole means of identifying LD*
This table describes some models used to identify students with LD in the school setting using psychometric tests. School districts differ in how they use psychometric tests to identify students with LD. A combination of psychometric tests and clinical and educational judgment is necessary to identify children with LD who need services. The limitations of psychometric tests are described in the UpToDate topic on the evaluation of children with specific LD.

LD: learning disorder; SDs: standard deviations; IQ: intelligence quotient; IDEA: Individuals with Disabilities Education Act.

* Discrepancy formula models are flawed because the student's LD can lower the performance on the intelligence measure and because phonologic processing, responsiveness to intervention, and brain activation patterns are similar in children with and without discrepancies in IQ and achievement.
Graphic 140605 Version 1.0