This study examined the identification frameworks, specific models, and assessment practices used by school psychologists to identify students with specific learning disabilities (SLD) in public schools in the United States. We surveyed school psychologist practitioners using an online survey, conducted a review of state regulations addressing SLD, and evaluated the effects of state-level policies and school psychologists' characteristics on identification practices. Responses from more than 1,300 school psychologists revealed that multiple SLD identification frameworks are utilized and that state regulations generally have stronger effects on identification practices than do characteristics such as school psychologists' age, highest degree obtained, and years of experience. Frameworks with well-known psychometric limitations, such as those employing intelligence-achievement discrepancy formulas, remain commonly employed. We encourage more and better scientific research into both the conceptual and psychometric outcomes associated with SLD identification frameworks and urge application of evidence-based practices in the assessment and treatment of academic deficits. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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一项关于学校心理学家在识别特定学习障碍中行为的全国性调查。

这项研究调查了学校心理学家用来识别美国公立学校中有特定学习障碍（SLD）的学生的识别框架，特定模型和评估方法。我们通过在线调查对学校心理学家从业人员进行了调查，对有关SLD的州法规进行了审查，并评估了州级政策和学校心理学家的特征对识别行为的影响。1300多名学校心理学家的反馈表明，使用了多个SLD识别框架，并且州法规通常对识别实践的影响要比诸如学校心理学家的年龄，获得的最高学位和多年的工作经验等特征更为强烈。具有众所周知的心理测验限制的框架，诸如那些采用智能成就差异公式的公式，仍然很常用。我们鼓励对与SLD识别框架相关的概念和心理测量结果进行更多更好的科学研究，并敦促在评估和治疗学业赤字中应用循证实践。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。