Responsiveness to Intervention and the Identification of Specific Learning Disability: A Critique and Alternative Proposal
| Autor: | Mark P. Mostert, James A. Holdnack, Kenneth A. Kavale |
|---|---|
| Rok vydání: | 2006 |
| Předmět: |
Psychometrics
Specific learning disability 05 social sciences 050301 education Cognition Special education Developmental psychology Education Behavioral Neuroscience Intervention (counseling) Learning disability General Health Professions medicine 0501 psychology and cognitive sciences Identification (psychology) medicine.symptom Psychology 0503 education Cognitive psychology 050104 developmental & child psychology |
| Zdroj: | Learning Disability Quarterly. 29:113-127 |
| ISSN: | 2168-376X 0731-9487 |
| DOI: | 10.2307/30035539 |
| Popis: | Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. We argue that many questions about RTI remain unanswered, and that radical changes in the proposed regulations are not warranted at this time. Since many fundamental issues related to RTI have not been resolved, a better strategy may be to more rigorously implement existing identification criteria (e.g., discrepancy and psychological processing deficits) in a structured psychometric framework. Suggestions for how to modify present procedures are provided. |
| Databáze: | OpenAIRE |
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