By David L. Wodrich PhD, Ara J. Schmitt PhD
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Additional info for Patterns of Learning Disorders: Working Systematically from Assessment to Intervention
Reports like this abound, especially among beginning diagnosticians, perhaps as a remnant of the extremely descriptive reports that are written during training for professors or supervisors to demonstrate mastery of test interpretation. At best, most ipsative interpretation provides only a limited road map to intervention (however, see Carroll, 2000, for an alternative and expanded definition of ipsative and Naglieri, 2000, for sugges- Overview 23 tions about extending ipsative interpretation and attaching evaluation findings to a cognitive theory).
At best, most ipsative interpretation provides only a limited road map to intervention (however, see Carroll, 2000, for an alternative and expanded definition of ipsative and Naglieri, 2000, for sugges- Overview 23 tions about extending ipsative interpretation and attaching evaluation findings to a cognitive theory). , the various patterns listed in this book). OUR SUGGESTED BATTERY Each of the elements listed below can sometimes help determine if one (or more) of the patterns outlined in this book is present or, alternatively, support the conclusion that the child is free of identifiable problems.
Further, when school psychologists attempt to describe their findings for parents or teachers what is said is often unclear, confusing, and suffused with psychobabble. The minutiae of test scores often predominate to the extent that background information, the children’s presenting problem, what has succeeded or failed in the past, and the big picture are obscured. ” The author was indicating the student scored better on the WISC-IV Block Design subtest than on the Matrix Reasoning subtest. ” Such statements are designed to describe the underlying construct associated with the Similarities subtest and to indicate this girl’s status on that dimension.