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Direct linkJimerson, Shane R., Ed.; Burns, Matthew K., Ed.; VanDerHeyden, Amanda M., Ed. – Springer, 2016
The second edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars…
Descriptors: Response to Intervention, Student Evaluation, Reading Skills, Writing Skills
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas – Focus on Exceptional Children, 1997
Provides background information on how curriculum-based measurement (CBM) was developed, how CBM integrates traditional and classroom-based observational approaches to assessment, and how CBM has been used. Describes an alternative framework for incorporating CBM into an identification process that focuses on treatment validity and student growth.…
Descriptors: Academic Achievement, Clinical Diagnosis, Curriculum Based Assessment, Disabilities
Peer reviewedWalker, Hill M.; Nishioka, Vicki M.; Zeller, Richard; Severson, Herbert H.; Feil, Edward G. – Assessment for Effective Intervention, 2001
This article examines factors associated with the substantial under-identification, referral and service for students with emotional-behavioral adjustment problems (EBD). The validity of the EBD categorical certification is questioned. Disincentives to identification of behavior disorders are noted. It concludes that schools should abandon the EBD…
Descriptors: Behavior Disorders, Classification, Disability Identification, Elementary Secondary Education
Download full textWatkins, Marley W.; Kuterbach, James M.; Morgan, Rebecca J.; FitzGerald, Julie L.; Neuhard, Rachel M.; Arthur, April G.; Bucknavage, Leah B. – Journal of Postsecondary Education and Disability, 2004
The recent influx of students with disabilities into postsecondary education has generated a concomitant increase in the demand for psychoeducational assessments that include a measure of cognitive ability, either to identify ability-achievement discrepancies or to rule out alternate or comorbid diagnoses. The most commonly recommended cognitive…
Descriptors: Validity, Disabilities, Factor Analysis, Psychometrics
Peer reviewedFuchs, Douglas; Mock, Devery; Morgan, Paul L.; Young, Caresa L. – Learning Disabilities: Research & Practice, 2003
This article describes the two basic versions of the responsiveness-to-intervention (RTI) approach for identifying learning disabilities, the problem solving model and the standard-protocol approach. It reviews evidence on effectiveness and feasibility and concludes that more needs to be understood before RTI may be viewed as a valid…
Descriptors: Academic Failure, Classification, Definitions, Disability Identification
Peer reviewedFuchs, Lynn S. – Learning Disabilities: Research & Practice, 2003
This article explores conceptual and technical issues associated with options for specifying three assessment components for implementing an intervention responsiveness approach to the identification of learning disabilities: the timing of the measurement of student response to intervention; the criterion for demarcating learning as inadequate;…
Descriptors: Academic Failure, Classification, Definitions, Disability Identification
