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Direct linkBenson, Nicholas; Newman, Isadore – Psychology in the Schools, 2010
This article describes how actuarial methods can supplant discrepancy models and augment problem solving and Response to Intervention (RTI) efforts by guiding the process of identifying specific learning disabilities (SLD). Actuarial methods use routinized selection and execution of formulas derived from empirically established relationships to…
Descriptors: Student Needs, Medical Evaluation, Learning Disabilities, Academic Failure
Peer reviewedAdelman, Howard S.; Taylor, Linda – Learning Disability Quarterly, 1979
Focus is on a conceptualization of initial assessment and consultation, the problem-solving paradigm as a framework for guiding this activity, and a description of procedures and initial data from a demonstration program. (Author/DLS)
Descriptors: Behavior Problems, Disability Identification, Educational Diagnosis, Elementary Secondary Education
Download full textRamirez-Smith, Christina – 1997
This paper discusses the characteristics of children who are gifted and have attention deficit hyperactivity disorder (ADHD). Seven principles to reach and teach gifted learners with ADHD are recommended: (1) remembering that these learners have needs just like other children in their age groups; (2) having realistic expectations in helping these…
Descriptors: Attention Deficit Disorders, Clinical Diagnosis, Cooperative Learning, Disability Identification
Peer reviewedBurcham, Barbara G.; DeMers, Stephen T. – Intervention in School and Clinic, 1995
Principles of comprehensive assessment of students with attention deficit hyperactivity disorder are examined in relation to legal compliance, special considerations for cultural diversity, medical diagnosis versus educational identification, and the problem-solving assessment model. Strengths and weakness of specific strategies are identified as…
Descriptors: Attention Deficit Disorders, Clinical Diagnosis, Compliance (Legal), Cultural Differences
