The General Abilities Index as a Third Method of Diagnosing Specific Learning Disabilities

The General Abilities Index as a Third Method of Diagnosing Specific Learning Disabilities by Kristin Sims-Cutler MA, Pacific Lutheran University 1990 BA, Pacific Lutheran University 1977 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University August 2014 Abstract Many studies have investigated problems with the ability achievement discrepancy (AAD) method of diagnosing specific learning disabilities (SLDs). The definition of an SLD includes the presence of a deficit in one or more cognitive processing systems. Researchers in other studies found that the AAD method overdiagnoses English language learners and students from low socioeconomic backgrounds, and underdiagnoses students with cognitive processing deficits. Although SLD diagnostic methods have been widely researched, much less information is available regarding SLD diagnostic methods that predict important student outcomes, such as high school completion. The General Abilities Index (GAI) is an SLD diagnostic method that can identify cognitive processing deficits. This study examined the relationships between cognitive processing deficits and the GAI method, and high school completion status, performance on state standards assessments, and SLD eligibility. Using a multivariate, nonexperimental design, this study analyzed 149 datasets from records of students tested for an SLD between 1996 to 2013. A generalized linear model analysis found that several types of cognitive processing deficits predicted math and writing performance on the state standards assessment and predicted not being diagnosed with an SLD, while the GAI method failed to predict any relationship with the dependent variables. Positive social changes from this study may include improved SLD diagnostic practices and improved educational interventions that target the cognitive processing deficits. Improved educational outcomes for SLD persons may reduce the high rates of unemployment, substance abuse, and incarceration experienced by the adult SLD population.Many studies have investigated problems with the ability achievement discrepancy (AAD) method of diagnosing specific learning disabilities (SLDs). The definition of an SLD includes the presence of a deficit in one or more cognitive processing systems. Researchers in other studies found that the AAD method overdiagnoses English language learners and students from low socioeconomic backgrounds, and underdiagnoses students with cognitive processing deficits. Although SLD diagnostic methods have been widely researched, much less information is available regarding SLD diagnostic methods that predict important student outcomes, such as high school completion. The General Abilities Index (GAI) is an SLD diagnostic method that can identify cognitive processing deficits. This study examined the relationships between cognitive processing deficits and the GAI method, and high school completion status, performance on state standards assessments, and SLD eligibility. Using a multivariate, nonexperimental design, this study analyzed 149 datasets from records of students tested for an SLD between 1996 to 2013. A generalized linear model analysis found that several types of cognitive processing deficits predicted math and writing performance on the state standards assessment and predicted not being diagnosed with an SLD, while the GAI method failed to predict any relationship with the dependent variables. Positive social changes from this study may include improved SLD diagnostic practices and improved educational interventions that target the cognitive processing deficits. Improved educational outcomes for SLD persons may reduce the high rates of unemployment, substance abuse, and incarceration experienced by the adult SLD population. The General Abilities Index as a Third Method of Diagnosing Specific Learning Disabilities by Kristin Sims-Cutler MA, Pacific Lutheran University, 1990 BFA, Pacific Lutheran University, 1977 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy General Educational Psychology Walden University August 2014 Acknowledgments I would not have been able to finish my dissertation without the guidance of my committee members, help from friends, and support from my family. I would like to thank Dr. Kathyrne Mueller for serving as my committee Chair, and for providing excellent guidance throughout the dissertation process. Dr. Mueller’s clear explanations, patience, and positive outlook encouraged and motivated me, especially when I doubted my ability to finish this project. I would also like to thank Dr. Sandra Caramela-Miller for serving as my second committee member, and for guiding me towards scholarly writing. Dr. Caramela-Miller set high expectations for scholarly writing, held fast to these expectations, and somehow conveyed her confidence that I could actually meet these goals. I want to thank my family members, especially Matt, Clara, Josie, and Andrew who endured my absences from family events, and encouraged me with their good hearts and generous spirits. I want to thank my friends Trish K. , Karen K. , Jill M-C. , TJ O. , Jo S. , and Theresa M. for encouraging me, making me laugh, and for remaining my friends. Additionally I would like to thank Kerry C. , Heidi C. , Kevin C. , the Ice family, and Barb Nelson for their understanding, insights, and humor during this project. Finally, I would like to thank my husband, Kit Cutler. He was always a steady presence who would cheer me up, laugh with me, listen to me complain, and motivate me through the good times and the bad.