Reply to COMAR 13A.05.01 Determination of an SLD -- Has it changed?

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Reply to "COMAR 13A.05.01 Determination of an SLD -- Has it changed?"

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[quote=Anonymous][quote=Anonymous]Thanks, PP, I may be misunderstanding the process a bit if in your experience he ADD inattentive diagnosis is sufficient for the school to focus in on the Exec functioning (working memory / processing speed/ planning) deficits without another SLD related specifically to those weaknesses.

I really appreciate the voice of experience![/quote]

Hi PP, the phrase "significant discrepancies" is short-hand for 2 different kinds of "significant discrepancies," and I think we are each focused on a different type.

One type of "significant discrepancy" is a significant discrepancy among the 4 different score categories (verbal, perceptual, working memory, and processing) of an IQ test like the WISC, WPPSI, etc.  This is what you appear to be talking about when you mention significant differences between the GAI (which is composed solely of the verbal and perceptual reasoning subtests) and the working memory or processing subtests.  Significant discrepancies of this type are thought to be red flags for SLDs, ADHD, exec. dysfunction, slow processing, etc.  The problem is that using the IQ score for data alone really doesn't provide specific enough information to make a differential diagnosis among these.  But, it might be enough to get a student a 504 plan on the basis of a significant discrepancy between GAI and memory and/or processing.  This would include extra time, prompts, graphic organizers, and other types of organizational support.

Another type of "significant discrepancy" is a significant discrepancy between IQ score and achievement scores.  This is what I discussed in @9:51 and above.  This type of discrepancy is one very important piece of data used to make the SLD diagnosis.  It can also be used to evaluate how other disorders (like ADHD or executive dysfunction or slow processing) are impacting academic achievement, which would be important to consider as part of the IEP or 504 evaluation.

Yet another type of "significant discrepancy" can be among the sub scale scores in either the IQ or achievement tests (these are usually scored on a scale which equates "10" with the 50th percentile; I think 3 points is enough to qualify as a significant discrepancy).  These also are indicative of problems, and can sometimes be correlated with specific weaknesses/strengths, especially when viewed together with other testing for IQ and achievement. [/quote]

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