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It explains how broad and narrow cognitive abilities can be approximated more adequately than with a single battery, while considering exclusionary factors that influence academic performance. The material defines specific learning disability criteria, including discrepancy and consistency models, outlines operational SLD definitions, and provides guidance and principles for constructing CHC clusters, selecting batteries, and building composites.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/xbass-cross-battery-step-by-step/466248/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/xbass-cross-battery-step-by-step/466248.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is Cross Battery and what is it used for?","Question",{"text":113,"@type":114},"Cross Battery provides a systematic way to interpret intelligence batteries using the CHC theory, helping evaluators approximate a broader range of cognitive abilities than a single battery. It is used when constructs of interest cannot be assessed with one battery or when inconsistent scores require follow-up.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the document define operational SLD using discrepancy and consistency?",{"text":118,"@type":114},"Operational SLD includes an unexpected discrepancy between overall cognitive ability and academic achievement in a specific area, or a discrepancy involving a specific deficit in linguistic, cognitive, or neuropsychological processes. Consistency requires a logical and empirical relationship between academic and cognitive deficits confirmed with ecological validity.",{"name":120,"@type":111,"acceptedAnswer":121},"What questions should be considered to judge whether SLD is highly probable?",{"text":122,"@type":114},"The document asks whether a normative academic deficit exists despite adequate instruction and supplemental intervention, whether a processing strengths-and-weaknesses pattern appears within an overall normal-limits profile, whether extraneous causes are ruled out, whether cognitive deficits relate to academic deficits, and whether deficits significantly interfere with academic performance.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},466248,1791322681,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":26},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| XBASS: Cross Battery Step by Step \u003Cbr>Brenda [I. de](I. de) la Garza\u003Cbr>Education Specialist\u003Cbr>Special Education Program\u003Cbr>School Improvement, Accountability and Compliance Region One\u003Cbr>[blyne@esc1.net](blyne@esc1.net)\u003Cbr>|\n| --- |\n|  |\n\n\n| What is Cross Battery?\u003Cbr>It is an approach that provides evaluators with the means to make systematic, valid, and up-todate interpretations of intelligence batteries and to augment them with academic ability tests ina way that is consistent with the empirically supported Cattel-Horn-Carrol (CHC) theory of cognitive abilities.\u003Cbr>It allows the examiner to conduct assessments that approximate the total range of broad and narrow cognitive abilities more adequately than what is possible with a single intelligence battery.\u003Cbr>It also takes into consideration a variety of exclusionary factors that could affect student’s academic performance.\u003Cbr>|\n| --- |\n|  |\n\n\n| Cross Battery\u003Cbr>Cross battery systematically looks at a wide range of broad and narrow cognitive processes including language-based processes (Gc) .\u003Cbr>Interpretation of strengths and weaknesses is at the cluster (not subtest) level, yielding better reliability.\u003Cbr>The seven clusters most commonly used are:\u003Cbr>◦ Comprehension-Knowledge (Gc)\u003Cbr>◦ Fluid Reasoning (Gf)\u003Cbr>◦ Short Term Memory (Gsm)\u003Cbr>◦ Long Term Retrieval (Glr)\u003Cbr>◦ Auditory Processing (Ga)\u003Cbr>◦ Visual Processing (Gv)\u003Cbr>◦ Processing Speed (Gs)\u003Cbr>|\n| --- |\n|  |\n\n\n| When is Cross Battery Assessment Used?\u003Cbr>Whenever the constructs of interest cannot be assessed using a single battery When there is a need to follow up on inconsistent scores\u003Cbr>Comprehensive FIE\u003Cbr>Assessment of Specific Learning Disability\u003Cbr>|\n| --- |\n|  |\n\n| Operational SLD Definition-Dual\u003Cbr>Discrepancy/Consistency \u003Cbr>D-There is an unexpected discrepancy between overall cognitive ability and academic achievement in a specific area.\u003Cbr>D-There is a discrepancy between overall cognitive ability and a specific deficit in linguistic competence, cognitive processes, or neuropsychological processes.\u003Cbr>C-There is consistency between academic and cognitive deficits measured, demonstrated by a logical and empirical relationship that is confirmed with ecological validity.\u003Cbr>|\n| --- |\n|  |\n\n\n| Definition of Learning Disability\u003Cbr>A student with a learning disability is one who:\u003Cbr>◦ (i) Has been determined through a variety of assessment tools and strategies to meet the criteria for a specific learning disability as stated in 34 CFR, §300 .8(c)(10), in accordance with the provisions in 34 CFR, §300.307-300 .311; and\u003Cbr>◦ (ii) Does not achieve adequately for the child’s age or meet state-approved grade-level standards in oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, mathematics calculation, or mathematics problem solving when provided appropriate instruction, as indicated by performance on multiple measures such as in-class tests; grade average over time (e.g. six weeks, semester); norm-or criterion-referenced tests; statewide assessments; or a process based on the child’s response to scientific, research-based intervention; and\u003Cbr>◦ (I) Does not make sufficient progress when provided a process based on the child’s response to scientific, research-based intervention (as defined in 20 USC, §7801(37)), as indicated by the child’s performance relative to the performance of the child’s peers on repeated, curriculum-based assessments of achievement at reasonable intervals, reflecting student progress during classroom instruction; or\u003Cbr>◦ (II) Exhibits a pattern of strengths and weaknesses in performance, achievement, or both relative to age, grade-level standards, or intellectual ability, as indicated by significant variance among specific areas of cognitive function, such as working memory and verbal comprehension, or between specific areas of cognitive function and academic achievement. |\n| --- |\n| ©2015 . REGION ONE EDUCATION ","cbCaihs6pZvlyAEz","https://ap.wps.com/l/cbCaihs6pZvlyAEz","pdf",2916459,24,"English","# What is Cross Battery?\n# Cross Battery\n## When is Cross Battery Assessment Used?\n# Operational SLD Definition-Dual Discrepancy/Consistency\n# Definition of Learning Disability\n# Questions to consider\n# Cross Battery Principles\n## Selecting a comprehensive ability battery\n## Use norm based composites\n## Construct Broad & Narrow CHC clusters\n## Use 2 different indicators to create a composite\n## Crossing batteries and Flynn effect","[{\"question\":\"What is Cross Battery and what is it used for?\",\"answer\":\"Cross Battery provides a systematic way to interpret intelligence batteries using the CHC theory, helping evaluators approximate a broader range of cognitive abilities than a single battery. It is used when constructs of interest cannot be assessed with one battery or when inconsistent scores require follow-up.\"},{\"question\":\"How does the document define operational SLD using discrepancy and consistency?\",\"answer\":\"Operational SLD includes an unexpected discrepancy between overall cognitive ability and academic achievement in a specific area, or a discrepancy involving a specific deficit in linguistic, cognitive, or neuropsychological processes. Consistency requires a logical and empirical relationship between academic and cognitive deficits confirmed with ecological validity.\"},{\"question\":\"What questions should be considered to judge whether SLD is highly probable?\",\"answer\":\"The document asks whether a normative academic deficit exists despite adequate instruction and supplemental intervention, whether a processing strengths-and-weaknesses pattern appears within an overall normal-limits profile, whether extraneous causes are ruled out, whether cognitive deficits relate to academic deficits, and whether deficits significantly interfere with academic performance.\"}]","XBASS - Cross Battery Step by Step | PDF",1790770864]