Presented by: Schneider
Specific Learning Disability (SLD) identification requires a decision, but the variables underlying SLD are continuous, not categorical. Typically, we evaluate whether a student meets SLD criteria using score thresholds set by convention. How confident can one be that a decision based on multiple scores is reliable? We will explore several methods can reveal when a decision is likely to be reliable and when a decision needs additional scrutiny before it can be made with confidence.