Identifying specific learning disability: is responsiveness to intervention the answer?
Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. I argue that there are many questions about RTI that remain unanswered, and radical changes in proposed regulations are not warranted at this time. Many fundamental issues related to RTI are unresolved, and 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 on how to modify present procedures are provided.
Kavale
Kenneth A
KA
School of Education, Regent University, Virginia Beach, VA 23464, USA. kkavale@regent.edu
D001077:Aptitude Tests; D002648:Child; D004410:Dyslexia / Q000175:diagnosis / Q000453:epidemiology / Q000628:therapy; D006801:Humans; D007360:Intelligence; D007859:Learning Disabilities / Q000175:diagnosis / Q000453:epidemiology / Q000628:therapy; D008403:Mass Screening / Q000379:methods*; D016896:Treatment Outcome