Models of SLD Identification with Application to Telepractice

In this course, learners will be provided with an overview of models for identifying students with specific learning disabilities. This course provides a deep dive into patterns of strengths and weaknesses with application of the Cross Battery Assessment Method, Discrepancy Consistency Method, and Core Selective Evaluation Process. Implications for evaluating students from culturally and linguistically diverse backgrounds will be provided, with applications for teleassessment. Examination of case studies will allow learners to apply knowledge gained from this course to their practice. 

Instructors: Jillian Conway and Mireya Escalante Torres

Jillian Conway, M.A., M. ED, School Psychologist at Presence 

Jillian has worked in public education for 20 years as a special education teacher, special education administrator, and school psychologist. Throughout her years of experience, she has always been interested in specific learning disabilities and how clinicians can help students progress academically. Jillian is excited to share her knowledge in this course on different assessment models and best practices for identifying specific learning disabilities. 

• Financial Disclosures: Receives a speaker compensation from Presece, as a contract employee. 
• Non-Financial Disclosures: No relevant non-financial disclosures to disclose.

Mireya Escalante Torres, M.A., School Psychologist at Presence 

Mireya has worked as a School Psychologist and ABA therapist for over 16 years with students in the school and home setting.  Her interest includes identifying barriers that are impacting youth’s emotional well-being, utilizing evidence-based intervention strategies, and supporting diverse populations. Mireya brings to this course her understanding of SLD identification for students from culturally and linguistically diverse backgrounds. 

• Financial Disclosures: Receives a speaker compensation from Presence, as a contract employee.  
• Non-Financial Disclosures: No relevant non-financial disclosures to disclose.  

Target Audience: School Psychologists  

Education Level: Intermediate

Time Ordered Agenda: 

• Introductions and Disclosures (5 minutes) 

• Setting the Framework (7 minutes)

  • The definition of Specific Learning Disability and areas of eligibility. 

  • The Specific Learning Disability IDEA reauthorization in 2004. 

• The Major Models of SLD Identification (20 minutes)

  • The Discrepancy Model, the Patterns of Strengths and Weaknesses Model, and the Response to Intervention Model.

  • The evaluation process for each of the 3 models of SLD identification. 

  • The strengths and limitations of each of the 3 models of SLD identification.

• A Deeper Dive into Patterns of Strengths and Weaknesses (20 minutes)

  • The seven cognitive processing areas commonly assessed as part of the PSW model of SLD identification.

  • Cross Battery Assessment. 

  • The Discrepancy Consistency Method.

  • The Core Selective Evaluation Method.

• Special Considerations, SLD Practices, and Remote Evaluation of Diverse Learners (8 minutes)

  • Strategies for conducting an SLD evaluation for students with cultural and linguistic diversity.

• Alternative Assessments and Remote Evaluation (10 minutes) 

  • The Larry P. vs. Riles California court case. 

  • Alternative assessment models for evaluation Black students in California.

• Course Conclusion (5 minutes)

Contact Hours: 75 minutes 

Cancellation Policy: 

Continuing education courses are offered at no cost to contracted and employed Presence providers. In the event a course is canceled, the participants will have the option to attend a rescheduled event offered within 60 days of the canceled course.

Please note: Registered participants who register for live courses but do not attend or cancel with less than 24 hours notice may have future course registration restricted after three documented incidents.

Accessibility Policy: 

Our courses are intended to be accessible by addressing the needs of not only people with mobility impairments, but also those with sensory impairments (i.e., hearing, speech, vision), and emotional or learning disabilities. Available accommodations include but are not limited to Closed Captioning, color contrast, transcription of auditory and visual information, as well as adjustable font sizes. Please contact the Continuing Education team at ceteam@presencelearning.com to request additional accommodations.

Complaint Policy:

Any course concerns should be directed to Presence's Continuing Education team at ceteam@presencelearning.com within two weeks of course completion.

Completion Requirements: 

To earn a course certificate, participants are required to complete the course, pass a quiz with 80% accuracy, (3 attempts are allowed), and complete a course feedback survey.

Please download your certificate upon completion of the course.