Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus
| Autor: | B. Podhajski, Michèle M.M. Mazzocco, Cecil R. Reynolds, F. Schrank, Nadeen L. Kaufman, D. Geary, F. Kline, T. Wasserman, John O. Willis, Virginia W. Berninger, M. Mostert, J. Mascolo, Jed Yalof, N. Gregg, Scott L. Decker, R. Hagin, Colin D. Elliott, Timothy Z. Keith, M. Gerber, L. Jaffe, Samuel O. Ortiz, Peter W. D. Wright, Vincent C. Alfonso, Jeffrey A. Miller, Elaine Fletcher-Janzen, Catherine A. Fiorello, Carol A. Kochhar-Bryant, Stanley Goldstein, Ron Dumont, Annmarie Urso, Nancy Mather, G. McCloskey, A. Davis, E. Clark, L. Silver, Edward Schultz, James B. Hale, M. Gerner, G. Marshall, Margaret Semrud-Clikeman, D. Wodrich, L. Swanson, C. Christo, Jack A. Naglieri, Dawn P. Flanagan, Morris J. Cohen, S. Feifer, Martha B. Denckla, S. Shaywitz, J. Simon, Kevin S. McGrew, Cynthia A. Riccio, Bruce A. Bracken, Alan S. Kaufman, Daniel C. Miller, J. Lerner, Linda A. Reddy, LeAdelle Phelps |
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| Rok vydání: | 2010 |
| Předmět: |
Response to intervention
Applied psychology Education Developmental psychology Behavioral Neuroscience Identification (information) White paper Statutory law Intervention (counseling) General Health Professions Learning disability medicine medicine.symptom Psychology Empirical evidence Strengths and weaknesses |
| Zdroj: | Learning Disability Quarterly. 33:223-236 |
| ISSN: | 2168-376X 0731-9487 |
| DOI: | 10.1177/073194871003300310 |
| Popis: | Developed in concert with the Learning Disabilities Association of America (LDA), this White Paper regarding specific learning disabilities identification and intervention represents the expert consensus of 58 accomplished scholars in education, psychology, medicine, and the law. Survey responses and empirical evidence suggest that five conclusions are warranted: 1) The SLD definition should be maintained and the statutory requirements in SLD identification procedures should be strengthened; 2) neither ability-achievement discrepancy analysis nor failure to respond to intervention alone is sufficient for SLD identification; 3) a “third method” approach that identifies a pattern of psychological processing strengths and weaknesses, and achievement deficits consistent with this pattern of processing weaknesses, makes the most empirical and clinical sense; 4) an empirically-validated RTI model could be used to prevent learning problems, but comprehensive evaluations should occur for SLD identification purposes, and children with SLD need individualized interventions based on specific learning needs, not merely more intense interventions; and 5) assessment of cognitive and neuropsychological processes should be used for both SLD identification and intervention purposes. |
| Databáze: | OpenAIRE |
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