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Do the Special Education Regulations in States Requiring RtI for SLD Identification Include or Omit Intervention Fidelity?
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Wendy S. Cochrane; Brandon J. Wood – Learning Disability Quarterly, 2025
This study examined intervention fidelity (IF) and the extent to which this essential feature of response to intervention (RtI) was included within artifacts (laws and guidance documents) for states requiring RtI for specific learning disability (SLD) identification. Intervention fidelity is defined as the degree to which an intervention is…
Descriptors: Special Education, Learning Disabilities, Response to Intervention, Fidelity
School Psychologists' Confidence in Learning Disability Identification Decisions
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Maki, Kathrin E.; Burns, Matthew K.; Sullivan, Amanda L. – Learning Disability Quarterly, 2018
Many school psychologists spend a large portion of their time conducting evaluations for special education, but school psychologists' confidence in learning disability (learning disability[ies] [LD]) identification has not been examined experimentally. This study examined differences in 376 school psychologists' confidence in their identification…
Descriptors: School Psychologists, Learning Disabilities, Disability Identification, Decision Making
Comparison of Literacy Screener Risk Selection between English Proficient Students and English Learners
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Cummings, Kelli D.; Smolkowski, Keith; Baker, Doris Luft – Learning Disability Quarterly, 2021
Universal screening is a critical component of school-based prevention systems. Screening data enable educators to target students for supplemental intervention, align resources to meet needs, and identify students who may be at risk for learning disabilities. One major requirement of the screening process is that all students are included to gain…
Descriptors: Emergent Literacy, Reading Difficulties, Learning Disabilities, Screening Tests
Specific Learning Disabilities Identification: Do the Identification Methods and Data Matter?
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Maki, Kathrin E.; Adams, Sarah R. – Learning Disability Quarterly, 2020
Specific learning disabilities (SLD) identification has consistently been shown to be problematic; however, research has largely focused on SLD identification using test scores only. The present study, therefore, examined SLD identification decisions across identification methods and student evaluation data levels, including test scores,…
Descriptors: Learning Disabilities, Disability Identification, Decision Making, Student Evaluation
Achievement-Potential Discrepancy Status of Students in LD Programs.
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Valus, Ann – Learning Disability Quarterly, 1986
The study applied a standard-score and regression-analysis procedure to achievement-potential discrepancy data for new learning disability placements of about 90 (LD) learning disabled students. Results indicated that only two-thirds of the initially placed students exhibited a severe discrepancy suggesting the frequent placement of slow learners…
Descriptors: Decision Making, Disability Identification, Elementary Secondary Education, Learning Disabilities
Classifying Children as LD: An Analysis of Current Practice in an Urban Setting.
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Tomasi, Susan F.; Weinberg, Sharon L. – Learning Disability Quarterly, 1999
This study examined the degree to which clinicians use various discrepancy models to identify a child as learning disabled by reviewing the case files of 105 urban (predominantly African-American) children who had been classified as LD and were receiving special education. Results suggested clinicians' decisions do not reflect recommended models…
Descriptors: Black Students, Classification, Clinical Diagnosis, Decision Making