Question

What are some negative aspects of using the PSW Cross Battery model for Special Learning Disorders

Answer 1

PSW is called as pattern of cognitive and achievement strength and weaknesses which is described as an analysis of the special learning disability in people. Aaron in 1997 found out a significant differences in the learning capability and the individual achievements associated with people suffering from special learning disorders. There is interpretation of the IQ levels of the disabled students as analyzed by this test whereas the other tests include a battery of tests for identifying the learning abilities of the disabled children in different age groups. There are various models used for the justification of the PSW battery tests like the concordance/ discordance model, Cattell/Horn/ Carroll operational model and the discrepancy/consistency model. There are various assumptions in these models like evidence of cognitive weakness, presence of academic weakness and evidence of cognitive-achievement capabilities. It is measure to understand the spoken, written and understanding of languages with a potential to interpret the meaning of words and learning of mathematical numerical calculations.

The various negative aspects of the PSW Cross battery model for special learning disorders are as follows namely like:

• whether the data obtained is convincing and valid for interpretation and analysis.
• use of extant tests for identifying the capabilities is questionable and complex.
• IQ scores analysis of the disabled children is performed.
• inferences obtained reach levels far below the empirical evidences in the society.
• interpretation of the results has less validity.

The Miciak model of the PSW assessment has the following deficits which can be explained as follows namely:

• there is a normative deficit in the academic achievement and cognitive processing skill.
• Theoretical deficits in the cognitive processing model.

The dual discrepancy and consistency model was given by Flanagan et al. Kranzler has defined that it is error prone with chances of obtaining false negative and positive results after the experimental analysis. There are differences between achievement deficit and processing deficit in the disabled children. Single measures were used instead of using multiple measures for the evaluation of the model for analyzing the capability and achievement of disabled children living in the society. There should not be a development of false premises while identifying the problems in detail with experimental analysis.