Cognitive Referencing and Discrepancy Formulae: Comments From ASHA Resources The practice of cognitive referencing has often been used when deciding who will receive speech and language services in the schools. Cognitive referencing refers to the comparison of scores on norm-referenced tests of language abilities to scores on norm-referenced tests of cognitive abilities or intellectual functioning. Typically, individuals are ... Article
Article  |   July 01, 2000
Cognitive Referencing and Discrepancy Formulae: Comments From ASHA Resources
Author Affiliations & Notes
  • Kathleen Whitmire
    ASHA Director of School Services
Article Information
Articles
Article   |   July 01, 2000
Cognitive Referencing and Discrepancy Formulae: Comments From ASHA Resources
SIG 1 Perspectives on Language Learning and Education, July 2000, Vol. 7, 13-16. doi:10.1044/lle7.1.13
SIG 1 Perspectives on Language Learning and Education, July 2000, Vol. 7, 13-16. doi:10.1044/lle7.1.13
The practice of cognitive referencing has often been used when deciding who will receive speech and language services in the schools. Cognitive referencing refers to the comparison of scores on norm-referenced tests of language abilities to scores on norm-referenced tests of cognitive abilities or intellectual functioning. Typically, individuals are considered eligible for speech and language services when there is evidence that linguistic functioning is significantly lower than cognitive ability, usually determined through the use of a discrepancy formula; conversely, students often do not receive services when there is no evidence of a discrepancy in function between the two abilities.
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