This article evaluates conclusions in Van den Broeck's article (2002) that argue the regression-based discrepancy method (RDM) used in learning disabilities diagnosis is invalid because it is inconsistent with the underlying underachievement concept of which it is intended to be the operationalization. It concludes acceptable models support the…

Caution must be the watchword in applying neuropsychological knowledge to education. There is much yet to be learned in neuropsychology even as the knowledge explosion continues in this area. (CJ)

The paper examines three models still considered useful in identifying achievement-aptitude discrepancies: the prediction model, true score regression model, and prescore partialling model. Data are cited to provide support for the regression model as the simplest to use and most efficient statistically. (Author/CL)

Four primary issues are covered: the role of different measurement models in disparities of LD children serviced across states, types of students served as LD but not actually LD, components of severe discrepancies between aptitude and achievement, and state of the art in evaluating LD students. (CL)

Responds to previous article (Gresham and Gansle, this issue) which reviewed relevance of Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R), and concluded that DSM-III-R is largely irrelevant for school psychology practice. Notes that Gresham and Gansle's proposal is not more powerful and cannot replace…

The last decade has seen an increase of interest in early identification of children with potential learning and behavior problems. In the present report, the purposes of early screening are delineated and selected arguments against preschool identification and intervention programs described. Arguments favoring the early screening of preschoolers…

The importance of neuropsychological paradigms of higher order human information processing in providing remedial services to learning-problem children and in providing a guide to the habilitation of learning for all children is explained. The conceptual requirements of such models as well as their implementation are described. (Author/AL)

Problems with "Placing Children in Special Education" include: its approach to aptitude-treatment interaction research, neglect of school psychologists' efforts to provide consultation services beyond assessments, and failure to recognize lack of support for deficit-centered remediation models. A remediation model which builds on…