ORCID

https://orcid.org/0009-0006-5396-2678

Date of Award

2026

Document Type

Dissertation

Degree Name

Psychology (Ph.D.)

Department

Psychology

First Advisor

Dawn P. Flanagan

Second Advisor

Samuel Ortiz

Third Advisor

Marlene Sotelo-Dynega

Abstract

Ambiguity in cognitive test score interpretation, particularly for scores near diagnostic thresholds, presents a persistent challenge in the identification of Specific Learning Disabilities (SLD). This experimental vignette study examined whether providing school psychologists with structured supplemental information could improve the accuracy and confidence of strength/weakness classifications within a Pattern of Strengths and Weaknesses (PSW) framework. A national sample of 301 certified school psychologists was randomly assigned to one of three groups: (a) scores-only control, (b) scores with qualitative context, or (c) scores with qualitative context and statistical information, including confidence intervals and probabilities derived from Schneider’s (2022) conditional positive predictive value model. Participants completed classification and confidence-rating tasks before and after receiving the supplemental information. Results indicated significant improvements in classification accuracy and confidence among both experimental groups, with the most substantial gains observed for diagnostically ambiguous scores (standard scores of 85–89). Both experimental groups also demonstrated improved calibration between confidence and accuracy. Participants in the condition that received probability information reported increased perceived competence and endorsed the statistical information as useful for future practice. Findings suggest that incorporating contextual and probability information into assessment practice may enhance diagnostic decision-making, particularly in cases involving ambiguous data. Implications for professional training, score interpretation practices, and technology-based decision aids are discussed.

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