Responsiveness to Intervention and the Identification of Specific Learning Disability: A Critique and Alternative Proposal [Corrected Version]

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...

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Bibliographic Details
Published in:Learning disability quarterly 2006-05, Vol.29 (2), p.113-127
Main Authors: Kavale, Kenneth A., Holdnack, James A., Mostert, Mark P.
Format: Article
Language:English
Subjects:
Academic Failure
Academic learning
Academic underachievement
Decision Making
Disabilities
Educational research
Identification
Identification (Psychology)
Individuals with Disabilities Education Act
Intelligence quotient
Intervention
Learning Disabilities
Operational definition
Outcomes of Education
Psychological tests
Psychometrics
Psychotherapy
Reading difficulties
Response to Intervention
Special Education
Special needs students
Students with Disabilities
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Summary: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.
ISSN:0731-9487
2168-376X
DOI:10.2307/30035539