Jennifer H. Lindstrom

Passageless Comprehension on the Nelson-Denny Reading Test: Well Above Chance for University Students

The comprehension section of the Nelson-Denny Reading Test (NDRT) is widely used to assess the reading comprehension skills of adolescents and adults in the United States. In this study, the authors explored the content validity of the NDRT Comprehension Test (Forms G and H) by asking university students (with and without at-risk status for learning disorders) to answer the multiple-choice comprehension questions without reading the passages. Overall accuracy rates were well above chance for both NDRT forms and both groups of students. These results raise serious questions about the validity of the NDRT and its use in the identification of reading disabilities.

The Diagnostic Accuracy of Symptom Validity Tests when Used with Postsecondary Students with Learning Disabilities: A Preliminary Investigation

The current exploratory investigation examined the diagnostic accuracy of the Word Memory Test (WMT), Test of Memory Malingering (TOMM), and Word Reading Test (WRT) with three groups of postsecondary students: controls, learning disability (LD) simulators, and a presumed honest LD group. Each measure achieved high overall diagnostic accuracy, yet each contributed differently to suboptimal effort detection. False-negative classifications varied by measure, yet no simulator went undetected by all three tests. The WMT and WRT identified different members of the presumed honest LD group as demonstrating poor effort, whereas the TOMM identified none. Each measure contributed unique variance in a logistic regression, with effort status best predicted by WMT Consistency. Findings provided preliminary evidence that all three measures may be useful when assessing effort during postsecondary LD evaluations. Implications for future practice and research are discussed.

The Structure of Phonological Processing and Its Relationship to Basic Reading

We investigated various structural models of phonological processing and the relationship of phonological processing abilities to basic reading. Data were collected on 116 kindergarten and first grade students. The specific ability model, which included phonological awareness, phonological memory, and rapid automatized naming as separate abilities, had the strongest fit to the data. Of the specific phonological processing abilities, rapid automatized naming was least associated with a second-order factor. Phonological awareness and rapid automatized naming accounted for variance in word reading, although the latter demonstrated limited practical utility. Theoretical and practical implications are discussed.

Mathematics Assessment Accommodations: Implications of Differential Boost for Students With Learning Disabilities

The inclusion of students with learning disabilities (LD) in assessment is deemed critical to improve the quality of educational opportunities for these students and to provide meaningful and useful information about student performance. Mandated inclusion and accountability for progress raise many interesting questions regarding how to fairly, effectively, and validly assess students with LD. This article summarizes and discusses current research on the differential boost theory as a measure of validity when accommodations are used on mathematics tests. Specific recommendations for determining appropriate testing accommodations, and the role instructional accommodations play in this process, are provided.

Simulated Dyslexia in Postsecondary Students: Description and Detection Using Embedded Validity Indicators

The current investigation identified characteristics that discriminated authentic dyslexia from its simulation using measures common to postsecondary learning disability evaluations. Analyses revealed accurate simulation on most achievement measures but inaccurate feigning on neurolinguistic processing measures, speed on timed tasks, and error quantity. The largest group separations were on rapid naming, speeded orthographic, and reading fluency tasks. Simulators accurately feigned dyslexia profiles on cut-score and discrepancy diagnostic models but not on the more complex aspects of the clinical judgment model. Regarding simulation detection, a multivariate rule exhibited the greatest classification accuracy, followed by univariate indices developed from rapid naming tasks. The findings of the current study suggest that aspects of a comprehensive evaluation may aid in the detection of simulated dyslexia.

Introduction to the Special Issue: Response to Intervention within the Context of Specific Learning Disabilities, Emotional Disturbance, Autism Spectrum Disorders, and Early Childhood Special Education

Response to intervention (RTI) remains a major issue in both the professional literature and school practice. Although the majority of attention has focused on the use of RTI in the identification of students with specific learning disabilities (SLD), the professional literature has extended to various implementation issues, including promoting the use of RTI for (a) the behavioral side (e.g., Fairbanks, Sugai, Guardino, & Lathrop, 2007; Gresham, 2007, 2008), such as positive behavior support (e.g., Ihlo & Nantais, 2010) or an integrated approach (e.g., McIntosh, Bohanen, & Goodman, 2010); and (b) IDEA disability classifications beyond SLD, such as emotional disturbance (ED) (e.g., Cheney, Flower, & Templeton, 2008), or, more generally, a noncategorical approach (e.g., Smith, Peters, Sandres, & Witz, 2010). For the use of RTI for other disability classifications, including early childhood special education (ECSE) and related services, the Office of Special Education Programs (OSEP) has issued the following policy interpretation:

Identifying Best Practice in a Shifting Landscape: Making Sense of RTI in the Context of SLD Identification

The Individuals with Disabilities Education Act (2004) has had substantial influence on special education in general and the field of learning disabilities in particular. Since its reauthorization in 2004, ongoing regulatory efforts have been underway to determine its operationalization and implementation. Of particular concern to those involved in the educational process (i.e., special educators, school psychologists, families, advocates) are the guidelines for identifying children with specific learning disabilities (SLD), including the use of Response to Intervention (RTI). In this article, some of the most relevant and controversial issues associated with the use of RTI for the identification of SLD are detailed. We discuss how SLD is conceptualized in terms of identification approaches and classification criteria and present position statements of special education professional associations on the changes to the federal SLD definition and identification criteria. Finally, we summarize proposed resolutions to the seemingly irreconcilable differences identified throughout the article.

College Admissions Tests and LD and ADHD Documentation Guidelines: Consistency With Emerging Legal Guidance

Testing agencies request documentation to verify a test-taker’s disability status under the Americans With Disabilities Act of 2008 and Section 504 of the Rehabilitation Act of 1973. A number of recent legal developments, culminating in technical assistance from the U.S. Department of Justice, suggest changes in enforcement of relevant laws are imminent. This article reviews the legal developments and presents results of a survey of the learning disability and Attention-Deficit/Hyperactivity Disorder documentation guidelines of 10 standardized tests commonly used to aid admissions decisions for undergraduate and graduate programs. Consistent with the recent guidance, virtually all guidelines requested documentation from a qualified evaluator, a diagnosis, and accommodation recommendations and rationale. In contrast, agencies were less likely to request the information necessary to grant accommodations based on history of accommodation use. Few agencies had policies allowing submission of reduced amounts of documentation for students with lengthy histories of disabling conditions. Finally, guidelines frequently neglected to provide the guidance that evaluators need to generate useful documentation. Benefits and limitations of the recent legal guidance are discussed, and recommendations for testing and enforcement agencies, as well as secondary schools, are provided.