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"Old Habits Die Hard:" Past and Current Issues Pertaining to Response-to-Intervention
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Restori, Alberto F.; Gresham, Frank M.; Cook, Clayton R. – California School Psychologist, 2008
When Congress passed the Individuals with Disabilities Education Improvement Act in 2004 (IDEIA 2004), local educational agencies (LEA) were permitted to use a Response-to-Intervention (RtI) approach for identifying children with possible learning disabilities for special education. Furthermore, IDEIA 2004 no longer required LEAs to establish an…
Descriptors: Intervention, Federal Legislation, Learning Disabilities, Intelligence Tests
What Is the Role of Intelligence in the Identification of Specific Learning Disabilities? Issues and Clarifications
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Gresham, Frank M.; Vellutino, Frank R. – Learning Disabilities Research & Practice, 2010
A fundamental assumption in the identification of specific learning disabilities (SLD) has been that the presence of a severe discrepancy between ability and academic achievement is a valid marker for the presence of a SLD. This assumption is based on the notion that discrepant low achievers constitute a unique group of children who are different…
Descriptors: Reading Difficulties, Intelligence Quotient, Learning Disabilities, Low Achievement
Discrepancy between Definitions of Learning Disabilities and School Practices: An Empirical Investigation.
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MacMillan, Donald L.; Gresham, Frank M.; Bocian, Kathleen M. – Journal of Learning Disabilities, 1998
This study evaluated 150 elementary students previously referred to school study teams for possible learning disability (LD) as defined by a discrepancy between IQ and performance on a standardized achievement test. Comparison with actual school-based decisions found fewer than half of students certified as LD by local schools evidenced the…
Descriptors: Achievement Tests, Compliance (Legal), Definitions, Disability Identification
Competing Paradigms in Learning Disabilities Classification by Schools and the Variations in the Meaning of Discrepant Achievement.
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Bocian, Kathleen M.; Beebe, Margaret E.; MacMillan, Donald L.; Gresham, Frank M. – Learning Disabilities Research and Practice, 1999
A study explored classroom reading assessments, IQ and achievement scores, and placement decision of 26 students referred to Student Study Teams for intervention and determination of special-education eligibility. Congruence was moderate between placement decisions and discrepancy-based determination of learning disabilities and between placement…
Descriptors: Clinical Diagnosis, Disability Identification, Elementary Education, Eligibility
Current Plight of Borderline Students: Where Do They Belong?
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MacMillan, Donald L.; Gresham, Frank M.; Bocian, Kathleen M.; Lambros, Kathleen M. – Education and Training in Mental Retardation and Developmental Disabilities, 1998
A sample of 150 children referred to child-study teams were administered intelligence tests. One-third of White students and slightly over half of Black and Hispanic students scored in the borderline IQ range (71-85). Of those borderline students who subsequently received special education, the majority were served as learning disabled. (Author/CR)
Descriptors: Black Students, Disability Identification, Elementary Education, Hispanic Americans
Agreement between School Study Team Decisions and Authoritative Definitions in Classification of Students At-Risk for Mild Disabilities.
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Gresham, Frank M.; MacMillan, Donald L.; Bocian, Kathleen M. – School Psychology Quarterly, 1998
School study teams' use of results from traditional psychoeducational measures in determining eligibility for special education is examined. Three groups of students were studied: (1) learning disabled (N=47); (2) mildly mentally retarded (N=43); (3) low achievers (N=60). Relatively low agreement was found between eligibility and research…
Descriptors: Access to Education, At Risk Persons, Children, Disability Identification