Comparison of ecological validity of learning disabilities diagnostic models

The purpose of this article is to examine models designed for the determination of a learning disability and compare them to specific criteria to determine whether the given diagnostic process is ecological in nature. The traditional child‐centered deficit model (CCD), Relative Achievement Discrepancy model (RAD), and Responsiveness to Intervention model (RTI) were evaluated against the following three questions: (a) Does the environmental context of the assessment adequately represent the real‐life situation? (b) Are the assessment stimuli relevant to the daily classroom activity? (c) Are the student behavior and/or required response natural and representative of the construct being assessed? The results of this examination suggested that the RTI has the most potential for ecological validity, but currently falls short. Suggestions for future research are included. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 157–168, 2006.     

Lost Continents? Children's understanding of the location and orientation of the Earth's land masses

Fifty‐three 10‐11 year‐old children were asked to identify continent shapes and to arrange them to form a map of the world. They were also asked to arrange similar shapes on a plain spherical surface to make a globe. Australasia, Europe and Asia were the most recognised continents. Although shapes were arranged with considerable accuracy to form a world map, shapes on the globe were arranged so as to be bunched around the equator. Africa and Antarctica were least well known, least correctly located and their orientations most misaligned. Possible reasons for this are discussed and some teaching approaches suggested.