The specific learning disabilities (SLD) identification literature is replete with competing narratives concerning the advantages and disadvantages of various techniques and methods. Until a widely accepted and empirically proven SLD identification methodology is universally supported, evaluators should seek to improve the existing alternatives. This article describes the value of using norm-referenced testing of intellectual development to comprehensively identify specific learning disabilities (SLD) as advocated by the Core-Selective Evaluation Process (C-SEP). To this end, we will define intellectual development and describe practices such as integrated data analysis and task demand analysis.