When Theory Trumps Science: a Critique of the PSW Model for SLD IdentificationRyan J. McGill, R. T. Busse2016-04-26articleContemporary School Psychology30 citationsclosedNo readable copy stored yet — this record is metadata only.Developmental and Educational NeuropsychologyBehavioral and Psychological StudiesEducational and Psychological AssessmentsAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 30 citations exist upstream.References1998Confirmation Bias: A Ubiquitous Phenomenon in Many Guises2008Learning Styles2013Contemporary Intellectual Assessment: Theories, Tests, and Issues1967Genesis of popular but erroneous psychodiagnostic observations.2004Handbook of Learning Disabilities1973Psychodiagnosis: Selected Papers2000Essentials of Cross-Battery Assessment2012The Cattell-Horn-Carroll model of intelligence.Cited by2019Further Examination of a Critical Assumption Underlying the Dual-Discrepancy/Consistency Approach to Specific Learning Disability Identification2017Confronting the Base Rate Problem: More Ups and Downs for Cognitive Scatter Analysis2020Assessment and identification of learning disabilities2020Assessing the Impact of Sequential Data Presentation on Specific Learning Disabilities Identification Decisions Using Patterns of Strengths and Weaknesses Methods2022Identifying and supporting children with learning disabilities2025Distribution Overlap to Estimate Effects in Meta-Analyses of Group Differences for Students with Learning Disabilities2021Evidence-Based Use of Cognitive Testing for Academic Interventions: A Critical Appraisal of Meta-Analytic Methodologies2026Redefining specific learning disabilities: An attempt to bridge research, policy, and practice through expert consensus