An examination of psychologists' assessment practices for learning disabilities in Nova Scotia
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Date
2024-08
Authors
Kennedy, Ashley
Journal Title
Journal ISSN
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Publisher
Mount Saint Vincent University
Abstract
Learning disabilities are prevalent among school-aged students, yet the practices of psychologists who carry out the assessments have not frequently been documented or examined in Canada. This study explored the practices used by school psychologists to diagnose learning disabilities in Nova Scotia. Sixty-one school psychologists participated by completing the multidimensional survey. A large proportion (39%) of participants endorsed diagnostic practices that aligned with the Learning Disabilities Association of Canada’s framework, which requires the measurement of intelligence and cognitive processes. The remaining participants' (61%) practices aligned better with the Diagnostic and Statistical Manual of Mental Disorders (DSM-5); however, 57% of psychologists agreed that IQ tests should be a routine part of these assessments and 85% agreed that IQ tests provide qualitative information about how a student learns. Results showed that as psychologists had more positive endorsements of the usefulness of intelligence tests, and had higher beliefs concerning the biological causes of learning disabilities, they were less likely to follow practices most supported by current research as evidence-based. This study also found that psychologists reported using various methods to operationalize diagnostic reasoning at differing rates: intelligence-achievement discrepancy methods (13.1%), processing strengths and weaknesses methods (21.7%), response to intervention methods (63.3%), and low achievement
methods (80.3%). Overall, it appears that psychologists are embracing more practices aligned with the evidence; however, intelligence tests seemingly continue to be used, or endorsed, in ways that do not align well with evidence.