Using the Patterns of Strengths and Weaknesses (PSW) Model to Identify Specific Learning Disabilities (SLD) and Other Learning Problems
This webinar will be held in two parts (Fridays November 22 & December 6). Part 1 of this workshop will offer participants a framework with which to conduct the most empirically informed evaluations, and Part 2 will present an application of the model via a series of case studies.
We encourage you to attend both parts, but you have the option of ending after Part 1.
The price per webinar decreases if you attend both parts.
Both webinars will be held from 9am-12:15pm Eastern Standard Time.
Course Description
Child study team evaluations have traditionally focused on the determination of eligibility using the ability-achievement discrepancy and response to intervention criteria sanctioned by the New Jersey special education code. However, federal legislation permits the use of the “third option” (i.e., “the use of other alternative research-based procedures for determining whether a child has a specific learning disability”). Current science, in the form of CHC theory and neuropsychological processing, explains the flaws in the first two approaches, and offers a best practice model, the patterns of strengths and weaknesses, that, while not perfect, not only offers a more accurate way to diagnose learning disabilities, but also bridges the gap between assessment and instruction that has developed when eligibility is the primary goal of testing. Part 1 of this workshop will offer participants a framework with which to conduct the most empirically informed evaluations, and Part 2 will present an application of the model via a series of case studies.
Part 1
This first session will provide the foundation for understanding the evolution of the concept of specific learning disabilities (SLD), the strengths and weaknesses of the approaches used to identify the presence SLD, and the professional, legislative, and political controversies in the field that have influenced the practice standards. An introduction to the best practice pattern of strengths and weaknesses (PSW) model and its’ concordance with Cattell-Horn-Carroll theory will be offered as well as the linkages between test findings and interventions.
After this session, participants will know how to:
- Assess the historical and legal basis of the disconnect between assessment and intervention, including the flaws inherent in the Ability-Achievement Discrepancy and Response to Intervention approaches;
- Examine the federal “third option” as a consequence of current developments in neuropsychological theory;
- Analyze Cattell-Horn-Carroll (CHC) theory with a view toward highlighting the linkages between cognitive processing, executive functioning, and academic subjects to bridge the assessment/intervention gap by linking specific cognitive abilities and academic subjects; and
- Utilize the PSW approach as a best practice model to make differential diagnoses between students with a SLD, ADHD, or those who are low ability performing congruent with their abilities; and
Part 2
The second session will focus on the application of the PSW model via the use of case studies to demonstrate how to: choose differential test batteries for specific presenting questions; analyze test findings to determine the presence of a SLD; and apply test findings to interventions. Discussion will focus on the importance of clinical decision-making based all multiple data sources rather than applying statistical formulas that are unrelated to processing skills.
After this session, participants will know how to:
- Create test batteries based on answering specific cognitive processing questions;
- Analyze test findings with the use of the PSW software and integrate them with functional data to determine the presence of a SLD;
- Select interventions linked to obtained processing deficits; and
- Advocate for students with learning weaknesses who do not have a SLD.
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PSW Sessions Agenda
Part 1:
Compare the different definitions of a SLD, and how this influences assessment, eligibility, and, ultimately, which students will receive special education services;
Discuss the failure of the AAD and RTI approaches to meet the statutory requirements of a SLD by omitting the assessment of psychological processes and how proposed legislative fixes (Senate bill 2256) will correct these failures
Present Cattell-Horn-Carroll (CHC) framework with a view toward highlighting the linkages and between cognitive processing, executive functioning, academic subjects, and interventions
Part 2:
Introduce the hybrid RTRI/PSW approach as a best practice model to make differential diagnoses between students with a SLD, ADHD, or those who are low ability performing congruent with their abilities, and the PSW software (XBASS);
Use case study data to:
- Understand how to use functional data to generate hypotheses, choose tests/test batteries, interpret data, and create interventions linked to the findings;
- Demonstrate how to input data into XBASS and make clinical judgments about the findings; and
- Present different cases demonstrating the PSW/clinician as expert model.
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Instructor Bio
Dr. Korner earned the doctorate from the University of Pennsylvania and has held the following positions: director of the child and family unit of the Benjamin Rush Center in Philadelphia; director of psychology and assistant professor of psychiatry, New York Medical College-Metropolitan Hospital Center; associate professor (tenured) in the doctoral program in child-clinical psychology and director of the school psychology program at Seton Hall University; and coordinator of Special Education, Harrington Park School District. Dr. Korner has been appointed to chair the continuing education and media committees of the New Jersey Psychological Association and was elected president of the Bergen County Association of Licensed Psychologists. He has either published or presented 100 papers/workshops and was editorial consultant for the journals Private Practice in Psychotherapy and Psychotherapy in Independent Practice. Dr. Korner is currently spearheading an initiative to revise the special education code in New Jersey by adding the federally approved third option with collaboration between the New Jersey Psychological Association, the New Jersey Association of School Psychologists, the New Jersey Association of Learning Consultants, and the Learning Disability Association of New Jersey where he is a member of the advisory board. Dr. Korner was awarded the 2018 Sam Kirk Award for Educator of the Year from the Learning Disability Association of America for his neuropsychological model of assessment. Dr. Korner currently maintains a private practice specializing in psychotherapy for children, adolescents, adults, and families as well as neuropsychological evaluations.
Dr. Korner does not have any commercial support and/or conflict of interest for this program.
Contact Us
For questions, please email ce@gsapp.rutgers.edu
Continuing Education Information
Rutgers Graduate School of Applied and Professional Psychology (GSAPP) is approved by the National Association of School Psychologists to offer professional development for school psychologists. Rutgers Graduate School of Applied and Professional Psychology (GSAPP) maintains responsibility for the program.
Rutgers Graduate School of Applied and Professional Psychology (GSAPP) is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0123.
LMFT/MFT and LPC/LAC Licensed in New Jersey: Programs approved by the American Psychological Association are acceptable sources of continuing education credits. Please see https://www.njconsumeraffairs.gov/regulations/Chapter-34-Subchapters-10-31-Professional-Counselors.pdf, Section: 13:34-15.4 APPROVAL OF COURSES OR PROGRAMS on page 27. For all other professional licenses and certifications, please reference your issuing state board regulations regarding reciprocity of continuing education credits.
Rutgers Graduate School of Applied & Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. Rutgers Graduate School of Applied & Professional Psychology maintains responsibility for this program and its content.
