What constitutes a 'pattern of strengths and weaknesses' approach to identifying an SLD, and what are key caveats when applying it?

• A. The PSW approach requires consistent cognitive strengths in some areas and weaknesses in others that correlate with academic deficits; caveats include measurement validity, avoiding circular reasoning, using multiple data sources, and not misclassifying due to variability or baseline performance.
• B. PSW relies only on IQ scores.
• C. PSW relies on teacher recommendations only.
• D. PSW uses only achievement scores.

Answer: (A)

Pattern of strengths and weaknesses means looking at a student’s cognitive processing profile to see a mix of relative strengths and weaknesses that align with the kinds of academic difficulties they show. A true PSW pattern is shown when specific processing areas (like phonological processing, working memory, rapid naming, or processing speed) are weaker and relate directly to the student’s observed struggles in reading, writing, or math, while other processing areas are comparatively strong. This demonstrates that the learning struggle is tied to how the student processes information, rather than reflecting global or general intelligence.

But this approach rests on solid, well-supported data. It requires multiple sources of evidence over time, not just a single test score, to avoid overinterpreting a one-off result. There are important caveats: the measures used should be valid and reliable for the constructs they intend to assess; avoid circular reasoning by not using the same data to both define the disability and explain its cause; synthesize information from cognitive processing tests, achievement assessments, progress monitoring, and teacher observations to confirm a coherent pattern; and be cautious about variability in test performance or baseline levels that could mislead classifications. Also consider cultural or language factors that might affect test results and interpret findings in the student’s instructional context.