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Direct linkKavale, 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
Peer reviewedKavale, Kenneth A.; Forness, Steven R. – Learning Disability Quarterly, 1984
Meta-analysis was used to arrive at a quantitative synthesis of the results of 94 studies of the validity of Wechsler regroupings for differential diagnosis of learning disabilities. The primary findings indicated that no recategorization, profile, factor cluster, or pattern showed a significant difference between learning disabled and normal…
Descriptors: Clinical Diagnosis, Disability Identification, Learning Disabilities, Profiles
Batsche, George M.; Kavale, Kenneth A.; Kovaleski, Joseph F. – Assessment for Effective Intervention, 2006
The provision for allowing local education agencies to use an assessment of a student's response to intervention (RTI) in lieu of a consideration of an ability--achievement discrepancy has been a controversial aspect of the 2004 Individuals with Disabilities Education Improvement Act. To address issues that have arisen about RTI, a series of…
Descriptors: Intervention, Disabilities, School Districts, Student Evaluation
Research in Behavioral Disorders/Emotional Disturbance: A Survey of Subject Identification Criteria.
Peer reviewedKavale, 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
Peer reviewedForness, Steven R.; Kavale, Kenneth A. – Preventing School Failure, 2001
This article raises four issues in the education of students with emotional and/or behavioral disorders. These are: (1) misidentification, (2) diagnostic omission of comorbidity, (3) psychopharmacologic under treatment, and (4) misunderstanding of developmental psychopathology. (Contains references.) (DB)
Descriptors: Behavior Disorders, Clinical Diagnosis, Disability Identification, Drug Therapy
Peer reviewedKavale, Kenneth A.; Nye, Chad – Journal of Special Education, 1986
Results of synthesis of 1007 studies on the nature of learning disabilities using indicators in the linguistic, achievement, neuropsychological, and social-behavioral domains, indicated that 75% of learning disabled Ss could be differentiated from normal Ss but only 40% of the variance could be explained. Findings suggest the need for a…
Descriptors: Academic Achievement, Disability Identification, Elementary Secondary Education, Learning Disabilities
Peer reviewedForness, Steven R.; Kavale, Kenneth A. – Education and Treatment of Children, 1994
This article addresses the advantages, disadvantages, and possible solutions to increased administrative problems posed by five proposed new categories of behavioral disorders: (1) attention deficit disorder, (2) traumatic brain injury, (3) fetal alcohol syndrome, (4) prenatal substance abuse, and (5) fragile X syndrome. (DB)
Descriptors: Attention Deficit Disorders, Behavior Disorders, Classification, Disability Identification
Download full textKavale, 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
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
