Assessing Beliefs About Intrinsic and Extrinsic Determinants of SLD
Evaluating the Factor Structure of a Novel Instrument
Bibliographic Data
| ID | 21349944 |
|---|---|
| Authors | Courtenay A Barrett (0000-0001-9258-4725, Michigan State University, East Lansing, USA, corresponding author), Kathrin E Maki (0000-0002-4036-8972, University of Florida, Gainesville, USA), Steven R Chesnut (0000-0002-6164-7823, University of Missouri–Kansas City) |
| Year | 2025 |
| Volume | 58 |
| Issue | 3 |
| Pages | 225-237 |
| Publication date | 2025-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Learning Disabilities (JOURNAL) |
| Journal identifiers | ISSN: 0022-2194 • E-ISSN: 1538-4780 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00222194241263659 |
| PMID | 39057745 |
| OpenAlex | W4401027651 |
| Language | EN |
| References cited | 47 |
Schools conduct comprehensive psychoeducational evaluations to identify students with specific learning disabilities (SLDs) and determine whether they qualify for special education services. This decision-making process is complex and research has documented many factors influencing SLD identification decisions. One such factor may be decision-makers’ beliefs about the underlying causes of SLD, including intrinsic and extrinsic factors. However, no studies to date have examined the underlying factor structure of the responses to prompts about the causes of SLD from intrinsic and extrinsic perspectives. This study was conducted with a sample of 521 U.S. school psychologists as part of a larger study examining decision-making during SLD identification. Using confirmatory factor analyses (CFA) to compare two theoretically plausible models, results suggested that a single latent factor best captured variability in responses to these prompts. Implications for assessing beliefs and how they impact the psychoeducational assessment process to identify SLDs are discussed, along with areas for future research
Cognitive psychology · Developmental psychology · Factor (programming language) · Behavioral and Psychological Studies · Computer Science · Education Discipline and Inequality · Psychology · Reading and Literacy Development · Social Psychology
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| Citation velocity | historical |
|---|---|
| Highly cited | No |