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Response-to-Intervention: Separating the Rhetoric of Self-Congratulation from the Reality of Specific Learning Disability Identification
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Kavale, Kenneth A.; Kauffman, James M.; Bachmeier, Randy J.; LeFever, Gretchen B. – Learning Disability Quarterly, 2008
The policies underlying the specific learning disability (SLD) regulations in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) are analyzed. The analysis focuses on the Response-to-Intervention (RTI) provision ("if the child responds to scientific, research-based intervention") as a diagnostic model,…
Descriptors: Intervention, Remedial Reading, Early Reading, Learning Disabilities
Research in Behavioral Disorders/Emotional Disturbance: A Survey of Subject Identification Criteria.
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Kavale, Kenneth A.; And Others – Behavioral Disorders, 1986
A survey of 323 studies in behavioral disorders/emotional disturbance was conducted to determine the nature and prevalence of identification criteria to select subjects. Findings revealed a divergent picture of the nature of prevalence of behavorial disorders/emotional disturbance, and a lack of consensus regarding standard identification…
Descriptors: Behavior Disorders, Criteria, Disability Identification, Elementary Secondary Education
Discrepancy Models in the Identification of Learning Disability. Executive Summary.
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Kavale, Kenneth A. – 2001
This paper reviews issues surrounding the use of discrepancy in identifying learning disabilities. Since 1976, it argues, discrepancy has been the primary criterion for defining learning disabilities in practice. In a psychometric and statistical sense, however, issues about the best means for calculating a discrepancy remain problematic. Another…
Descriptors: Classification, Clinical Diagnosis, Disability Identification, Educational Practices
Implementation of IDEA: Integrating Response to Intervention and Cognitive Assessment Methods
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Hale, James B.; Kaufman, Alan; Naglieri, Jack A.; Kavale, Kenneth A. – Psychology in the Schools, 2006
The Individuals with Disabilities Education Improvement Act (IDEA) was reauthorized by the U.S. Congress in 2004, yet ongoing regulatory efforts are required to determine its operationalization and implementation. Of particular concern to school psychologists and others involved in the educational process are the guidelines for identification of…
Descriptors: Learning Problems, Intervention, Cognitive Processes, Learning Disabilities