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Identifying students feigning dyslexia: preliminary findings and strategies for detection
Author(s) -
Harrison Allyson G.,
Edwards Melanie J.,
Parker Kevin C. H.
Publication year - 2008
Publication title -
dyslexia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.694
H-Index - 51
eISSN - 1099-0909
pISSN - 1076-9242
DOI - 10.1002/dys.366
Subject(s) - exaggeration , dyslexia , psychology , context (archaeology) , cognitive psychology , developmental psychology , clinical psychology , reading (process) , psychiatry , linguistics , paleontology , philosophy , biology
When conducting psychological evaluations, clinicians typically assume that individuals being evaluated are putting forth maximal effort and are not exaggerating or magnifying symptom complaints. Recent research, however, suggests that students undergoing post‐secondary‐level assessments to document learning difficulties may not always put forth their best effort, and may even be motivated to exaggerate or magnify symptoms. This paper presents evidence indicating that symptom exaggeration in this context is not only possible, but is indistinguishable from valid symptomatology when it occurs. We argue that symptom validity assessment should be included in all higher‐education assessments for dyslexia and other specific learning disorders, and suggest some preliminary strategies for detection. Copyright © 2008 John Wiley & Sons, Ltd.