Given the interdisciplinary influences on school psychology along with its requirement to comply with federal and state law in the United States, scientific progress in the area of cognitive assessment and specific learning disabilities (SLD) identification has experienced slow, if not stagnant, progress. Extrapolation of research from one discipline to that of assessment is common in school psychology where test authors and creators of interpretive and diagnostic systems make theoretical and empirical justification for their claims with correlational research and factor analysis. Although these methodologies may appear to support an underlying theory or interpretive approach, they can produce divergent results depending upon sample size and methodological choice. Consequently, greater replication and reproduction is required. Federal and state law in the United States may perpetuate low value practices among practitioners who view them as acceptable since they are legal. School psychology does not have regulatory agencies to oversee practices. All of these influences impinge on scientific progress in cognitive assessment and SLD identification. Fortunately, Canada is not beholden to omnibus special education law so its academic institutions and agencies (e.g., school districts) may be better poised to engender scientific progress in cognitive assessment and SLD identification.

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学校心理学的临床评估：不受科学改革的影响？

鉴于对学校心理学的跨学科影响及其遵守美国联邦和州法律的要求，认知评估和特定学习障碍（SLD）识别领域的科学进步即使不是停滞不前，也是缓慢的。将研究从一门学科外推到评估学科在学校心理学中很常见，其中测试作者以及解释和诊断系统的创建者通过相关研究和因子分析为其主张进行理论和实证论证。尽管这些方法可能看起来支持基础理论或解释方法，但根据样本大小和方法选择，它们可能会产生不同的结果。因此，需要更多的复制和复制。美国的联邦和州法律可能会在从业者中延续低价值做法，因为他们认为这些做法是合法的，因此可以接受。学校心理学没有监管机构来监督实践。所有这些影响都会影响认知评估和 SLD 识别方面的科学进展。幸运的是，加拿大不受综合特殊教育法的约束，因此其学术机构和机构（例如学区）可能更好地准备在认知评估和 SLD 识别方面取得科学进步。