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Journal of Psychoeducational Assessment
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Article

Identifying Students With Learning Disabilities: Composite Profile Analysis Using the Cognitive Assessment System

Leesa V. Huang*, Rik Carl D'Amato1, and Achilles Bardos2

1 University of Macau, Macau SAR, China
2 University of Northern Colorado, Greeley

* To whom correspondence should be addressed. E-mail: Lvhuang{at}csuchico.edu.


  Abstract
The detection of cognitive patterns in children with learning disabilities (LD) has been a priority in the identification process. Subtest profile analysis from traditional cognitive assessment has drawn sharp criticism for inaccurate identification and weak connections to educational planning. Therefore, the purpose of this study is to use a new generation of cognitive tests with megacluster analysis to augment diagnosis and the instructional process. The Cognitive Assessment System uses a contemporary theoretical model in which composite scores, instead of subtest scores, are used for profile analysis. Ten core profiles from a regular education sample (N = 1,692) and 12 profiles from a sample of students with LD (N = 367) were found. The majority of the LD profiles were unique compared with profiles obtained from the general education sample. The implications of this study substantiate the usefulness of profile analysis on composite scores as a critical element in LD determination.

First published on April 13, 2009
Journal of Psychoeducational Assessment 2009, doi:10.1177/0734282909333057
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