Professional Development

Best Practice/Legally Defensible information on the evaluation of Specific Learning Disability using Patterns of Strengths and Weaknesses (PSW) or the discrepancy model (for California, this training can be modified depending on your state).

3-hour Workshop/Training in person, Zoom, or hybrid

Best Practice/Legally Defensible information on the evaluation of Specific Learning Disability using Patterns of Strengths and Weaknesses (PSW) or discrepancy model with the latest information on Larry P. , from CDE, SELPAs, and Office of Administrative Hearings (OAH) cases. We will look at the most recent OAH cases to see if there is any rationale for why some tests have been allowed and why some are not (ironically, this can happen to the same test). Why this occurs will be explained. And whether it is even relevant anymore given the 2022 CDE Memorandum and CASP’s 2023 Response. We will look at the history of Specific Learning Disability. We will address current methodologies for SLD determination. There are various trainings on PSW, with Cross Battery XBASS being the most popular. Many have been trained on it, but confidence in report writing, let alone how to articulate it to parents or be able to defend the process/procedure before an OAH judge, may be shakier. The difficulty lies in that there is little specific information in CCR 3030(b)(10) for guidance. On our own, it is difficult because research on the topic coming out of NASP is against PSW. We will talk about why that is and how we can address it competently. With this added information about PSW, you’ll be able to use what you already know (from our experience with the discrepancy model) and speak about things in a more confident manner for all students. What if we are not using PSW but still using discrepancy? The irony is that there is really very little difference...and the PSW folks should be talking about all of their processing areas the same way the discrepancy model districts are because CCR 3030(b)(10) lists 8 specific basic psychological processing areas. I will address questions like issues like where to find definitions of the basic psychological processes listed in the CCR, what exactly Cognitive Conceptualization is or What Cognitive Association is? Where do neuropsychological processing tests fit into SLD, and are they a part of the 8 basic psychological processing areas or something else? Because attention is one of the 8 basic psychological processes, we will also explore the ADHD, SLD versus OHI debate. We will explore reasons why ADHD may be an SLD versus OHI and in what circumstances might we document both (hint, it shouldn’t be every time). By doing this, we may be able to address possible over-identification issues districts may be having. All this information will help you write legally defensible reports for both the discrepancy model and PSW because they both should be very, very similar. The slight difference could be in test selection for African American/Black students if your district is still reluctant to change, but from there it’s all the same. The hopeful takeaway from this is that you already know all this intuitively, and now you’ll have the confidence behind your intuition to use it effectively. I will share the elements needed for both the discrepancy model and PSW because they both should be very, very similar. I will demonstrate a way of writing reports so that it would be the same for any student. The slight difference could be in test selection for African American/Black students if your district is still reluctant to change, but from there it’s all the same and again far more comprehensive and defensible.

Feedback addressing “What Aspects of this training were most beneficial” from CASPCON26 “W15 Defensible SLD through discrepancy and PSW for everyone,” where this workshop was attended by 143 people, included:

  • “All of it! felt like I was back in grad school but in a great way.” - J.A.

  • “Applying the PSW model for strengthening my report writing for assessing SLD.” - D.A.

  • “Everything. The presenter was very knowledgeable, and everything he discussed applied to our work.” - C.M.

  • “Breaking down SLD and the processing deficits compared to how to analyze it.” - K.J.

  • “All the information provided in the slides. Convenient to have it all in one location to reference.” - V.L-K.

  • “Dr. Hiramoto is very knowledgeable, and I always struggled with whether attention should fall under SLD or OHI, and he completely clarified it for me.” - T.W.