EVOLUTION, NOT REVOLUTION: SCHOOL PSYCHOLOGISTS’ CHANGING PRACTICES IN DETERMINING SPECIFIC LEARNING DISABILITIES-Reference-Cited by-同舟云学术

EVOLUTION, NOT REVOLUTION: SCHOOL PSYCHOLOGISTS’ CHANGING PRACTICES IN DETERMINING SPECIFIC LEARNING DISABILITIES

Published:2013-02-07 Issue:4 Volume:50 Page:353-365
ISSN:0033-3085
Container-title:Psychology in the Schools
language:en
Short-container-title:Psychol. Schs.

Author:

Unruh Susan¹,Mckellar Nancy A.¹

Affiliation:

1. Wichita State University

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Reference30 articles.

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3. Response to intervention and eligibility decisions: We need to wait to succeed;Burns;NASP Communiqué,2009

4. The status of school psychology: Demographic characteristics, employment conditions, professional practices, and continuing professional development;Curtis;NASP Communiqué Online,2008

5. Response to intervention: Preventing and remediating academic difficulties;Fletcher;Child Development Perspectives,2009

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4. The cognitive assessment course: Two decades later;Psychology in the Schools;2019-09-10

5. Response to Intervention (RtI) and the Impact on School Psychologist Roles: Perceptions and Acceptance of Systems Change;Contemporary School Psychology;2019-04-09