Cognitive profile analysis in school psychology: History, issues, and continued concerns. (December 2018)

• Record Type: Journal Article
• Authors: McGill, Ryan J.; Dombrowski, Stefan C.; Canivez, Gary L.
• Is Part Of: Journal of school psychology. Volume 71(2018)
• Page Start: 108
• Page End: 121
• Publication Date: 2018-12
• Subjects: Cognitive profile analysis -- Intelligence testing -- Evidence-based assessment; School psychologists -- Periodicals; School psychology -- Periodicals; Psychology -- Periodicals; School Health Services -- Periodicals; Psychologues scolaires -- Périodiques; Child psychology -- Periodicals; Psychologie scolaire -- Périodiques; Onderwijspsychologie; School psychologists; School psychology; Periodicals; 155.405
• DOI: 10.1016/j.jsp.2018.10.007
• Languages: English
• ISSNs: 0022-4405

Abstract

Abstract: Intelligence testing remains a fixture in school psychology training and practice. Despite their popularity, the use of IQ tests is not without controversy and researchers have long debated how these measures should be interpreted with children and adolescents. A controversial aspect of this debate relates to the utility of cognitive profile analysis, a class of interpretive methods that encourage practitioners to make diagnostic decisions and/or treatment recommendations based on the strengths and weaknesses observed in ability score profiles. Whereas numerous empirical studies and reviews have challenged long-standing assumptions about the utility of these methods, much of this literature is nearly two decades old and new profile analysis methods (e.g., XBA, PSW) have been proffered. To help update the field's understanding of these issues, the present review traces the historical development of cognitive profile analysis and (re)introduces readers to a body of research evidence suggesting new and continued concerns with the use of these methods in school psychology practice. It is believed that this review will serve as a useful resource to practitioners and trainers for understanding and promoting a countering view on these matters.