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ERIC Number: EJ1110658
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-2168-3603
Cross-Battery Assessment Pattern of Strengths and Weaknesses Approach to the Identification of Specific Learning Disorders: Evidence-Based Practice or Pseudoscience?
Kranzler, John H.; Floyd, Randy G.; Benson, Nicholas; Zaboski, Brian; Thibodaux, Lia
International Journal of School & Educational Psychology, v4 n3 p146-157 2016
In this rejoinder, the authors describe the aim of the original study as an effort to conduct a critical test of an important postulate underlying the Cross-Battery Assessment PSW approach (XBA PSW; Kranzler, Floyd, Benson, Zaboski, & Thibodaux, this issue). The authors used classification agreement analysis to examine the concordance between the cognitive abilities of children and adolescents with and without academic weaknesses within an otherwise normal cognitive profile according to predictions based on McGrew and Wendling (2010). The original study was essentially an attempt to replicate a simulation study by Stuebing et al. (2012) with real-world data. In their commentary, Flanagan and Schneider (this issue) addressed a number of perceived limitations of that original study. This rejoinder responds to each of their criticisms. While no study is without limitations, this reply argues that those criticisms do not detract from the substantive conclusions of the original study. Finally, the question of whether the XBA PSW approach should be considered an evidence-based practice or pseudoscience is addressed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A