Special Education Research, Policy & Practice - 2021 Edition

102 Intellectual Development and Specific Learning Disability: The Role of Norm-Referenced Tests Edward K. Schultz, Ph.D. Emily Rutherford, Ed.D. Dennis Cavitt, Ed.D Midwestern State University Abstract This article describes the construct of “intellectual development”, and suggests how to use normreferenced tests (NRT) more effectively when identifying specific learning disabilities (SLDs). Intellectual development is defined as both a policy construct and in practical terms. Five assumptions concerning individualized NRT are outlined with supporting data; the best application of NRT is also explained. Keywords: intellectual development, specific learning disability, norm-referenced tests, test interpretation Intellectual Development and Specific Learning Disability: The Role of NormReferenced Tests The most accurate method to identify specific learning disability (SLD) has been deliberated in the professional literature since the inception of the SLD construct and has continued following the 2004 reauthorization of IDEA. This debate has intensified in recent years due to the controversy over methods that use a pattern of strengths of weaknesses (PSW; Decker et al. 2013; Flanagan & Schneider, 2016; Fletcher & Mikiak, 2019; Kransler et al,; 2016; 2020; Mather & Gregg, 2006; McGill & Busse, 2016; Mikiak et al. 2015; Schneider & Kaufman, 2017; Schultz & Stephens-Picesso, 2018; Stuebing et al., 2012 ). While many of the components of the SLD identification process are not up for debate (e.g., exclusionary factors, lack of appropriate instruction, procedural safeguards, disorder in one or more psychological processes), sharp division remains regarding the role of cognitive tests in the identification process (Fletcher & Miciak, 2017; Hale et al., 2010, Kranzler et al., 2019; Scheider & Kaufman, 2017; Stuebing, et al., 2012). The 2004 IDEA statute references “intellectual development” when applying a PSW model and it is impossible to claim “comprehensiveness” without assessing this construct. The overall purpose of this paper is to advocate for the appropriate use of “cognitive tests” in the identification of SLD using a PSW, specifically when examining the intellectual development of students suspected of having SLD. To address the inadequacies in the literature and limitation of the most common methods of SLD identification, Schultz and Stephens-Picesso (2018) proposed the use of the Core-Selective Evaluation Process (CSEP) to identify SLD. This method adheres to current policy, incorporates