Training School Psychologists to Identify Specific Learning Disabilities: A Content Analysis of Syllabi

Abstract.

Approximately 2.4 million children receive special education services for specific learning disabilities (SLDs), and school psychologists are key contributors to the SLD eligibility decision-making process. The Individuals with Disabilities Education Act (2004) enabled local education agencies to use response to intervention (RTI) instead of the prevailing ability–achievement (Ab-Ach) discrepancy method for SLD decision making. In this study we examined the degree to which school psychology graduate programs train different methods of SLD decision making by analyzing syllabi (n = 123) from courses in school psychology graduate programs (n = 78). Syllabi were coded by (a) Ab-Ach discrepancy training, (b) RTI training, (c) special education (e.g., law or the referral process), (d) communicating assessment results, (e) ethics, and (f) multicultural assessment considerations. Variations existed between training programs, across courses within training programs, and across regions of the country. Implications for training are discussed and address areas for future training and research.

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Additional information

Notes on contributors

Courtenay A. Barrett

Courtenay A. Barrett is an assistant professor in the Psychology Department at Utah State University. Her research interests focus on psychoeducational assessment and the assessment of specific learning disabilities, as well as school-based consultation.

Joseph M. Cottrell

Joseph M. Cottrell is a third-year school psychology graduate student at Utah State University. He works as a school psychologist intern in a rural Utah school district and has research interests in specific learning disability identification.

Daniel S. Newman

Daniel S. Newman is an assistant professor of school psychology at the University of Cincinnati. His primary research interests focus on school-based consultation, supervision, and professional issues in school psychology.

Benjamin G. Pierce

Benjamin G. Pierce is a student in the combined clinical, counseling, and school psychology PhD program at Utah State University. His research focuses on issues of methodology, social justice, and prevention among adolescents and young adults.

Alisha Anderson

Alisha Anderson is an undergraduate senior in the social work program at Utah State University.