Which data sources should be used when applying the Pattern of Strengths and Weaknesses (PSW) approach to SLD identification?

• A. Only cognitive test scores.
• B. Multiple data sources including cognitive, achievement, and contextual factors.
• C. Only teacher observations.
• D. Only achievement tests.

Answer: (B)

The main idea is that identifying an SLD with the Pattern of Strengths and Weaknesses relies on looking at how a student’s cognitive processing relates to their actual achievement, all within the context of their learning environment. Cognitive measures reveal how the student processes information—areas like memory, processing speed, phonological processing, and other processing skills. Achievement measures show how the student is actually performing academically. Contextual factors—such as instruction quality, language background, motivation, cultural and environmental influences, and supports or barriers—help interpret the data and distinguish a true learning disorder from underachievement due to other factors. When you put these data sources together, you can see whether weaknesses in achievement align with processing weaknesses in a way that isn’t simply explained by external factors or limited instruction. Relying on just one type of data—cognitive scores, or achievement scores, or observations—can lead to an incomplete or misleading conclusion, whereas a multi-source view provides the necessary pattern to support a valid SLD identification.