特定学习障碍评估的差异与一致模式

The Discrepancy /Consistency Model for Specific Learning Disability Identification

特定学习障碍评估的差异与一致模式以PASS理论为基础,以认知评估系统为测量工具,对儿童的认知加工特点进行评估,根据儿童的认知加工劣势对其是否存在学习障碍进行诊断,为开展有针对性的干预提供依据。学习障碍评估的差异与一致模式实现了两个结合,即干预反应模式与基本心理加工过程测量相结合、基本心理加工过程测量结果与基于研究的认知干预相结合,在提高特定学习障碍诊断的准确性与干预的有效性方面具有突出特点。文章对差异与一致模式的理论基础与测量工具、组成要素及其关系、操作流程进行评述,对其特点及适用性进行分析。

Based on the PASS theory and measured by the Cognitive Assessment System, the Discrepancy/ Consistency Model （D/CM） for Specific Learning Disability （SLD） Identification is used to assess the cognitive process of children to diagnose whether they have learning disabilities, and provide scientific evidence for targeted interventions. The Model integrates the Response to Intervention Model and the measurement of basic psychological processing, as well as the basic psychological processing measurement results and the research-based cognitive intervention. These integrations make SLD diagnosis more accurate and the imerventions more effective. This paper reviews the D/CM in terms of its theoretical basis, measuring tools, elements and their relations, and operational process, and analyzes its characteristics and applicability.