625
Views
5
CrossRef citations to date
0
Altmetric
Articles

Dimensional Integration of Assessment Outcomes With Intervention Services for Children With Specific Learning Disabilities

Pages 175-199 | Published online: 09 May 2012

REFERENCES

  • Aaron , P. G. and Joshi , R. M. 2009 . Why a component model of reading should drive instruction . Perspectives , 35 : 35 – 40 .
  • Berkeley , S. , Bender , W. N. , Peaster , L. G. and Saunders , L. 2009 . Implementation of response to intervention: A snapshot of progress . Journal of Learning Disabilities , 42 ( 1 ) : 85 – 95 .
  • Berninger , V. W. and Richards , T. L. 2002 . Brain literacy for educators and psychologists , San Diego , CA : Academic Press .
  • Brown-Chidsey , R. 2005a . “ Intelligence tests in an era of standards-based educational reform ” . In Contemporary intellectual assessment: Theories, tests, and issues , Edited by: Flanagan , D. P. and Harrison , P. L. 631 – 642 . New York , NY : Guilford Press .
  • Brown-Chidsey , R. 2005b . “ The role of published norm-referenced tests in problem-solving-based assessment ” . In Assessment for intervention , Edited by: Brown-Chidsey , R. 245 – 264 . New York , NY : Guilford Press .
  • Brown-Chidsey , R. and Steege , M. W. 2005 . Response to intervention , New York , NY : Guilford Press .
  • Burns , M. K. , Appleton , J. J. and Stehouwer , J. D. 2005 . Meta-analytic review of Responsiveness-to-Intervention Research: Examing field-based and research-implemented models . Journal of Psychoeducational Assessment , 23 : 381 – 394 .
  • Burns , M. K. , Deno , S. L. and Jimerson , S. R. 2007 . “ Toward a unified response-to-intervention model ” . In Handbook of response to intervention: The science and practice of assessment and intervention , Edited by: Jimerson , S. R. , Burns , M. and VanDerHeyden , A. M. 428 – 440 . New York , NY : Springer .
  • Burns , M. K. , Vanderwood , M. L. and Ruby , S. 2005 . Evaluating the readiness of pre-referral intervention teams for use in a problem-solving model . School Psychology Quarterly , 20 ( 1 ) : 89 – 105 .
  • Burns , M. K. and Ysseldyke , J. 2005 . Comparison of existing response-to-intervention models to identify and answer implementation questions . The California School Psychologists , 10 : 9 – 20 .
  • Catts , H. W. , Petscher , Y. , Schatschneider , C. , Bridges , M. S. and Mendoza , K. 2009 . Floor effects associated with universal screening and their impact on early identification . Journal of Learning Disabilities , 42 : 163 – 176 .
  • Chambers , J. G. , Parrish , R. and Harr , J. J. 2002 . What are we spending on special education services in the United States 1999–2000? Advance Report #1 Special Education Expenditure Project (SEEP) , Washington, D.C. : American Institute for Research .
  • Christ , T. J. , Burns , M. and Ysseldyke , J. E. 2005 . Conceptual confusion within response-to-intervention vernacular: Clarifying meaningful differences . Communicque , 34 ( 3 ) : 1 – 2 .
  • Connor , C. M. , Morrison , F. J. and Underwood , P. S. 2007 . A second chance in second grade: The independent and cumulative impact of first- and second-grade reading instruction and students’ letter-word reading skill growth . Scientific Studies of Reading , 11 : 199 – 233 .
  • Cronbach , L. J. 1975 . Beyond the two disciplines of scientific psychology . American Psychologist , 30 : 116 – 127 .
  • Deary , I. J. , Strand , S. , Smith , P. and Fernandes , C. 2007 . Intelligence and educational achievement . Intelligence , 35 ( 1 ) : 13 – 21 .
  • Decker , S. L. 2007 . Measuring growth and decline in visual-motor processes with the Bender-Gestalt Second Edition . Journal of Psychoeducational Assessment , 26 ( 1 ) : 3 – 15 .
  • Decker , S. L. 2008a . Intervention psychometrics: Using norm-referenced methods for treatment planning and monitoring . Assessment for Effective Interventions , 34 ( 1 ) : 52 – 61 .
  • Decker , S. L. 2008b . School neuropsychology consultation in neurodevelopmental disorders . Psychology in the Schools , 45 : 799 – 811 .
  • Dixon , S. G. , Eusebio , E. C. , Turton , W. J. , Wright , P. W. and Hale , J. B. 2010 . Forest Grove School District v. T.A. Supreme Court Case: Implications for school psychology practice . Journal of Psychoeducational Assessment , 29 : 1 – 11 .
  • Embretson , S. E. 1999 . New rules of measurement: What every psychologist and educator should know , Mahwah: NJ : Erlbaum .
  • Embretson , S. E. and Reise , S. P. 2000 . Item response theory for psychologists , Mahwah, NJ : Erlbaum .
  • Fagan , T. K. and Wise , P. S. 2007 . School psychology: Past, present and future , (3rd ed.). Bethesda, MD: National Association of School Psychology .
  • Feifer , S. G. 2008 . Integrating response to intervention (RTI) with neuropsychology: A scientific approach to reading . Psychology in the Schools , 45 : 812 – 825 .
  • Fiorello , C. A. , Hale , J. B. and Snyder , L. E. 2006 . Cognitive hypothesis testing and response to intervention for children with reading problems . Psychology in the Schools , 43 : 835 – 853 .
  • Flanagan , D. P. , Ortiz , S. O. and Alfonso , V. C. 2007 . Essentials of cross-battery assessment (2nd ed. , Hoboken, NJ : Wiley .
  • Fletcher , J. M. and Francis , D. J. 2005 . Validity of alternative approaches for the identification of learning disabilities: Operationalizing unexpected underachievement . Journal of Learning Disabilities , 38 : 545 – 552 .
  • Fletcher , J. M. , Lyon , R. G. , Fuchs , L. S. and Barnes , M. A. 2007 . Learning disabilities: From identification to intervention , New York , NY : Guilford Press .
  • Frijters , J. C. , Lovett , M. W. , Steinback , K. A. , Wolf , M. , Sevcik , R. A. and Morris , R. D. 2011 . Neurocognitive predictors of reading outcomes for children with reading disabilities . Journal of Learning Disabilities , 44 : 150 – 166 .
  • Fuchs , D. and Deshler , D. D. 2007 . What we need to know about responsiveness to intervention (and shouldn't be afraid to ask) . Learning Disabilities Research and Practice , 22 : 129 – 136 .
  • Fuchs , D. , Deshler , D. D. and Reschly , D. J. 2004 . National research center on learning disabilities: Multimethod studies of identification and classification issues . Learning Disability Quarterly , 27 : 189 – 195 .
  • Fuchs , D. and Fuchs , L. S. 2002, August . Is “learning disability” just a fancy term for low achievement? A meta-analysis of reading differences between low achievers with and without the label , Paper presented at the Learning Disabilities Summit: Building a Foundation for the Future White Papers, Washington, D.C .
  • Fuchs , D. , Mock , D. , Morgan , P. L. and Young , C. L. 2003 . Responsiveness-to-intervention: Definitions, evidence and implications for the learning disabilities construct . Learning and Disability Research & Practice , 18 : 157 – 171 .
  • Fuchs , D. and Young , C. L. 2006 . On the irrelevance of intelligence in predicting responsiveness to reading instruction . Exceptional Children , 73 ( 1 ) : 8 – 30 .
  • Fuchs , L. S. 2003 . Assessing intervention responsiveness: Conceptual and technical issues . Learning and Disability Research & Practice , 18 : 172 – 186 .
  • Fuchs , L. S. and Fuchs , D. 2009 . On the importance of a unified model of Responsiveness to Intervention . Child Development Perspectives , 3 ( 1 ) : 41 – 43 .
  • Gamse , B. C. , Bloom , H. S. , Kemple , J. J. and Jacob , R. T. 2008 . Reading First Impact Study: Interim Report , Washington DC : National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education . (NCEE 2008-4016)
  • Gerber , M. M. 2005 . Teachers are still the test: Limitations of response to instruction strategies for identifying children with learning disabilities . Journal of Learning Disabilities , 38 : 516 – 523 .
  • Goyette-Ewing , M. and Stahl , S. 2008 . “ New Individuals With Disabilities Educational Improvement Act and psychological assessment: From policy to practice ” . In Educating individuals with disabilities: IDEIA 2004 and beyond , Edited by: Grigorenko , E. L. New York , NY : Springer .
  • Graner , P. S. and Faggella-Luby , M. N. 2005 . An overview of responsiveness to intervention: What practioners ought to know . Topics in Language Disorders , 25 : 93 – 105 .
  • Gresham , F. M. 2002 . “ Responsiveness to intervention: An alternative approach to the identification of learning disabilities ” . In Identification of learning disabilities: Research to practice , Edited by: Bradley , R. , Danielson , L. and Hallahan , D. P. Mahwah, NJ : Erlbaum .
  • Hale , J. B. 2006 . Implementing IDEA 2004 with a three-tier model that includes response to intervention and cognitive assessment methods . School Psychology Forum: Research and Practice , 1 ( 1 ) : 16 – 27 .
  • Hale , J. B. and Fiorello , C. A. 2004 . School neuropsychology: A practioner's handbook , New York , NY : Guilford Press .
  • Hale , J. B. , Naglieri , J. A. , Kauffman , A. S. and Kavale , K. A. 2004 . Specific learning disability classification in the new Individuals With Disabilities Education Act: The danger of a good idea . The School Psychologist , 58 ( 1 ) : 6 – 13 .
  • H.R. Rep. No. 108-077 . 2003 . Improving education results for children with disabilities act of 2003. Committee Reports. Library of Congress Retrieved from http://www.gpo.gov/fdsys/pkg/CRPT-108hrpt77/pdf/CRPT-108hrpt77.pdf
  • Jimerson , S. R. , Burns , M. K. and VanDerHeyden , A. M. 2007 . The handbook of response to intervention: The science and practice of assessment and intervention , New York , NY : Springer .
  • Johnson , D. W. and Swanson , H. L. 2010 . Cognitive characteristics of treatment-resistant children with reading disabilities: A retrospective study . Journal of Psychoeducational Assessment , 29 : 1 – 13 .
  • Kamphaus , R. W. and Campbell , J. M. 2006 . Psychodiagnostic assessment of children: Dimensional and categorical approaches , Hoboken, NJ : Wiley .
  • Kavale , K. A. and Forness , S. R. 2000 . What definitions of learning disability say or don't say: A critical analysis . Journal of Learning Disabilities , 33 : 239 – 256 .
  • Kavale , K. A. , Holdnack , J. A. and Mostert , M. P. 2006 . Responsiveness to intervention and the identification of specific learning disability: A critique and alternative propsal . Learning and Disability Research & Practice , 29 : 113 – 127 .
  • Kavale , K. A. , Kauffman , J. M. , Bachmeier , R. J. and LeFever , G. B. 2008 . Response-to-Intervention: Separating the rhetoric of self-congratulation from the reality of specific learning disability identification . Learning Disability Quarterly , 31 : 135 – 150 .
  • Kavale , K. A. and Spaulding , L. S. 2008 . Is response to intervention good policy for specific learning disability? . Learning Disabilities Research & Practice , 23 : 169 – 179 .
  • Kovaleski , J. F. 2007 . Response to intervention: Considerations for research and systems change . School Psychology Review , 36 : 638 – 646 .
  • Kratochwill , T. R. and Shernoff , E. S. 2004 . Evidence-based practice: Promoting evidence-based interventions in school psychology . School Psychology Quarterly , 19 : 342 – 364 .
  • MacMillan , D. L. and Siperstein , G. N. 2001, August . Learning disabilities as operationally defined by schools , Paper presented at the Learning Disabilities Summit: Building a Foundation for the Future White Papers, Washington, D.C .
  • Mastropieri , M. A. 2001, August . Discrepancy models in the identification of learning disabilities , Washington, DC : Paper presented at the U.S. Department of Education LD Summit .
  • Mather , N. and Kaufman , N. 2006 . Introduction to the special issue, part one: It's about the what, the how well, and the why . Psychology in the Schools , 43 : 747 – 752 .
  • McLaughlin , M. J. , Dyson , A. , Nagle , K. , Thurlow , M. , Rouse , M. , Hardman , M. , Norwich , B. , Burke , P. and Perlin , M. 2006 . Cross-cultural perspectives on the classification of children with disabilities . The Journal of Special Education , 40 ( 1 ) : 46 – 58 .
  • Morris , R. D. , Stuebing , K. K. , Fletcher , J. M. , Shaywitz , S. E. , Lyon , G. R. , Shankweiler , D. P. and Shaywitz , B. 1998 . Subtypes of reading disability: Variability around a phonological core . Journal of Educational Psychology , 90 : 347 – 373 .
  • Naglieri , J. A. 2008 . “ Best practices in linking cognitive assessment of students with learning disabilities to interventions ” . In Best practices in school psychology (5th ed. , Edited by: Thomas , A. and Grimes , J. 679 – 696 . Bethesda, MD : National Association of School Psychologists .
  • Naglieri , J. A. and Crockett , D. P. 2005 . Response to intervention (RTI): Is it a scientifically proven method? . Communique , 34 ( 2 ) : 38 – 39 .
  • Naglieri , J. A. and Pickering , E. B. 2003 . Helping children learn. Intervention handouts for use in school and at home , Baltimore , MD : Brookes .
  • National Joint Committee on Learning Disabilities . 2005 . Responsiveness to intervention and learning disabilities Retrieved from http://www.ldaamerica.org/pdf/rti2005.pdf
  • Nicolson , R. I. and Fawcett , A. J. 1990 . Automaticity: A new framework for dyslexia research? . Cognition , 35 : 159 – 182 .
  • Pedhazur , E. J. and Schmelkin , L. P. 1991 . Measurement, design, and analysis , Hillsdale , NJ : Erlbaum .
  • Pennington , B. F. 2009 . Diagnosing learning disorders: A neuropsychological framework , New York , NY : Guilford Press .
  • Office of Special Education Programs . 2011 . A response to intervention (RTI) cannot be used to delay-deny an evaluation for disability under the Individuals with Disabilities Education Act (IDEA) , (OSEP Memo No. 11-07) Washington, D.C. : Author .
  • Parrish , T. B. and Chambers , J. G. 1996 . Financing special education. The future of children . Special Education for Students With Disabilities , 6 ( 1 ) : 121 – 138 .
  • Reschly , D. J. 1988 . Special education reform: School psychology revolution . School Psychology Review , 17 : 459 – 475 .
  • Reschly , D. J. 1996 . Identification and assessment of students with disabilities. The future of children . Special Education for Students With Disabilities , 6 ( 1 ) : 40 – 53 .
  • Reschly , D. J. 2000 . The present and future status of school psychology in the United States . School Psychology Review , 29 : 507 – 522 .
  • Reschly , D. J. 2003, August . What if LD identification changed to reflect research findings? , Kansas City, MO : Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium .
  • Reschly , D. J. 2004 . Commentary: Paradigm shift, outcomes criteria, and behavioral interventions: Foundations for the future of school psychology . School Psychology Review , 33 : 408 – 416 .
  • Reschly , D. J. and Grimes , J. 2002 . “ Best practices in intellectual assessment ” . In Best practices in school psychology , Edited by: Thomas , A. and Grimes , J. Vol. 4 , 763 – 773 . Washington, DC : National Association of School Psychologists .
  • Reschly , D. J. and Ysseldyke , J. E. 2002 . “ Paradigm shift: The past is not the future ” . In Best practices in school psychology (3rd ed. , Edited by: Thomas , A. and Grimes , J. 3 – 36 . Washington, DC : National Association of School Psychologists .
  • Reynolds , C. R. and Shaywitz , S. E. 2009 . Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail . School Psychology Quarterly , 24 : 130 – 145 .
  • Scruggs , T. E. and Mastropieri , M. A. 2002 . On babies and bathwater: Addressing the problems of identification of learning disabilities . Learning Disability Quarterly , 25 : 155 – 168 .
  • Shinn , M. R. 2005 . Identifying and validating academic problems in a problem-solving model , New York , NY : Guilford Press .
  • Siegel , L. S. 1989 . IQ is irrelevant to the definition of learning disabilities . Journal of Learning Disabilities , 21 : 264 – 266 .
  • Swanson , H. L . 1999 . Reading comprehension and working memory in skilled readers: Is the phonological loop more important than the executive system? . Journal of Experimental Child Psychology , 72 : 1 – 31 .
  • Telzrow , C. F. , McNamara , K. and Hollinger , C. L. 2000 . Fidelity of problem-solving implementation and relationship to student performance . School Psychology Review , 29 : 443 – 461 .
  • Tilly , W. D. 2002 . “ Best practices in school psychology as a problem-solving enterprise ” . In Best practices in school psychology IV , Edited by: Thomas , A. and Grimes , J. Vol. 1 , 21 – 36 . Bethesda, MD : National Association of School Psychologists .
  • Tilly , W. D. , Harken , S. , Robinson , W. and Kurns , S. 2008 . Three tiers of intervention . School Administrator , 65 ( 8 ) : 20 – 23 .
  • Toffalo , D. D . 2008 . “ Linking school neuropsychology with response to intervention models. ” . In Best practices in school neuropsychology: Guidelines for effective practice, assessment, and evidence-based interventions , Edited by: Miller , D. C. New York , NY : Wiley .
  • Torgesen , J. K. 2007 . Using an RTI model to guide early reading instruction: Effects on identification rates for students with learning disabilities , (Florida Center for Reading Research Technical Report No. 7) Retrieved from http://www.fcrr.org/science/pdf/torgesen/Response_intervention_Florida.pdf
  • Torgesen , J. K. 2009 . The response to intervention instructional model: Some outcomes from a large-scale implementation in Reading First schools . Child Development Perspectives , 3 ( 1 ) : 38 – 40 .
  • U.S. Department of Education, Office of Inspector General . 2006 . Reading First Program's Grant Application Process: Final Inspection Report , Washington, D.C: U.S. Government Printing Office .
  • VanDerHeyden , A. M. , Witt , J. C. and Barnett , D. A. 2005 . The emergence and possible futures of Response to Intervention . Journal of Psychoeducational Assessment , 23 : 339 – 361 .
  • Vaughn , S. and Fuchs , L. S. 2003 . Redefining learning disabilities as indequate respones to instruction: The promise and potential problems . Learning Disabiilties Research and Practice , 18 : 137 – 146 .
  • Vellutino , F. R. , Scanlon , D. M. , Sipay , E. R. , Small , S. G. , Pratt , A. , Chen , R. and Denckla , M. B. 1996 . Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability . Journal of Educational Psychology , 88 : 601 – 638 .
  • Wagner , R. K. , Torgesen , J. K. and Rashotte , C. A. 1999 . “ Comprehensive test of phonological processing ” . Austin , TX : PRO-ED .
  • Willis , J. O. and Dumont , R. 2006 . And never the twain shall meet: Can response to intervention and cognitive assessment be reconciled? . Psychology in the Schools , 43 : 901 – 908 .
  • Wodrich , D. and Schmitt , A. 2006 . “ Patterns of learning disorders: Working systematically from assessment to intervention ” . New York, NY : Guilford Press .
  • Wolf , M. , Goldberg O’Rourke , A. , Gidney , C. , Lovett , M. , Cirino , P. and Morris , R. 2002 . The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia . Reading and Writing: An Interdisciplinary Journal, , 15 : 43 – 72 .
  • Wolf , M. , O’Rourke , A. G. , Gidney , C. , Lovett , M. , Cirino , P. T. and Morris , R. 2002 . The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia . Reading and Writing , 15 : 43 – 72 .
  • Woodcock , R. W. , McGrew , K. S. and Mather , N. 2001 . Woodcock-Johnson III Tests of Cognitive Abilities , Itasca, IL : Riverside .
  • Ysseldyke , J. , Burns , M. , Dawson , P. , Kelley , B. , Morrison , D. and Ortiz , S. O. 2008 . “ The blueprint for training and practice as the basis for best practice ” . In Best practices in school psychology V , Edited by: Thomas , A. and Grimes , J. 37 – 69 . Bethesda, MD : National Association of School Psychologists .
  • Ysseldyke , J. , Dawson , P. , Lehr , C. , Reschly , D. J. , Reynolds , M. and Telzrow , C. 1997 . School psychology: A blueprint for training and practice II , Bethesda, MD : National Association of School Psychologists .
  • Zirkel , P. A. and Krohn , N. 2008 . RTI after IDEA: A survey of state laws . Teaching Exceptional Children , 40 : 71 – 74 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.