Peer reviewedERIC Number: EJ672970
Record Type: Journal
Publication Date: 2003
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0938-8982
EISSN: N/A
Available Date: N/A
Assessing Intervention Responsiveness: Conceptual and Technical Issues.
Fuchs, Lynn S.
Learning Disabilities: Research & Practice, v18 n3 p172-86 Aug 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; and the nature of the intervention. (Contains references.) (CR)
Descriptors: Academic Failure, Classification, Definitions, Disability Identification, Early Intervention, Educational Assessment, Elementary Education, Eligibility, Evaluation Methods, Learning Disabilities, Outcomes of Education, Prevention, Psychometrics, Responses, Student Evaluation, Time Factors (Learning), Validity
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
