{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,3]],"date-time":"2026-09-03T17:06:08Z","timestamp":1788455168641,"version":"build-2803163510"},"reference-count":124,"publisher":"MDPI AG","issue":"3","license":[{"start":{"date-parts":[[2018,8,1]],"date-time":"2018-08-01T00:00:00Z","timestamp":1533081600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J. Intell."],"abstract":"<jats:p>The purpose of this article is to describe the origins of patterns of strengths and weaknesses (PSW) methods for identifying specific learning disabilities (SLD) and to provide a comprehensive review of the assumptions and evidence supporting the most commonly-used PSW method in the United States: Dual Discrepancy\/Consistency (DD\/C). Given their use in determining whether students have access to special education and related services, it is important that any method used to identify SLD have supporting evidence. A review of the DD\/C evidence indicates it cannot currently be classified as an evidence-based method for identifying individuals with a SLD. We show that the DD\/C method is unsound for three major reasons: (a) it requires test scores have properties that they fundamentally lack, (b) lack of experimental utility evidence supporting its use, and (c) evidence supporting the inability of the method to identify SLD accurately.<\/jats:p>","DOI":"10.3390\/jintelligence6030036","type":"journal-article","created":{"date-parts":[[2018,8,1]],"date-time":"2018-08-01T11:22:34Z","timestamp":1533122554000},"page":"36","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":29,"title":["A Misuse of IQ Scores: Using the Dual Discrepancy\/Consistency Model for Identifying Specific Learning Disabilities"],"prefix":"10.3390","volume":"6","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7007-7968","authenticated-orcid":false,"given":"A. Alexander","family":"Beaujean","sequence":"first","affiliation":[{"name":"Psychology &amp; Neuroscience Department, Baylor University, Waco, TX 76798, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8180-4243","authenticated-orcid":false,"given":"Nicholas F.","family":"Benson","sequence":"additional","affiliation":[{"name":"Educational Psychology Department, Baylor University, Waco, TX 76798, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5138-0694","authenticated-orcid":false,"given":"Ryan J.","family":"McGill","sequence":"additional","affiliation":[{"name":"School of Education, College of William &amp; Mary, Williamsburg, VA 23187, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8057-3751","authenticated-orcid":false,"given":"Stefan C.","family":"Dombrowski","sequence":"additional","affiliation":[{"name":"Department of Graduate Education, Leadership and Counseling, Rider University, Lawrenceville, NJ 08648, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2018,8,1]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"191","DOI":"10.3406\/psy.1904.3675","article-title":"M\u00e9thodes nouvelles pour le diagnostic du niveau intellectuel des anormaux","volume":"11","author":"Binet","year":"1904","journal-title":"L\u2019ann\u00e9e Psychol."},{"key":"ref_2","unstructured":"Zenderland, L. 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