TITLE

FOUNDATIONS AND RESEARCH ON IDENTIFYING MODEL RESPONSIVENESS-TO- INTERVENTION SITES

AUTHOR(S)
Mellard, Daryl F.; Byrd, Sara E.; Johnson, Evelyn; Tollefson, Julie M.; Boesche, Liz
PUB. DATE
October 2004
SOURCE
Learning Disability Quarterly;Fall2004, Vol. 27 Issue 4, p243
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
As regulations are rewritten regarding school-based learning disabilities identification practices, the components of those practices are likely to change. For example, cognitive assess-ment and aptitude-achievement discrepancy might be less impor-tant. A student's responsiveness-to-intervention (RTI) is emerging as an important construct for assessing underachievement. This article provides a framework for understanding how RTI fits as one LD determination component, describes research on RTI, and outlines the NRCLD's research efforts to examine current RTI implementation in schools and model site selection.
ACCESSION #
15161401

 

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