Examining the Impact of Federal Specific Learning Disability Inclusionary Criteria on Multidisciplinary Team Decision Making When Using Response to Intervention-Reference-Cited by-同舟云学术

Examining the Impact of Federal Specific Learning Disability Inclusionary Criteria on Multidisciplinary Team Decision Making When Using Response to Intervention

Published:2022-08-11 Issue: Volume: Page:073194872211151
ISSN:0731-9487
Container-title:Learning Disability Quarterly
language:en
Short-container-title:Learning Disability Quarterly

Author:

Hunter Drew¹,Boneshefski Michael²,Kovaleski Joseph F.³,Runge Timothy J.³

Affiliation:

1. Pennsylvania Training and Technical Assistance Network, Harrisburg, USA

2. Heartland Area Education Agency, Johnston, IA, USA

3. Indiana University of Pennsylvania, USA

Abstract

There are still many unanswered questions regarding the application of response to intervention (RTI) to making eligibility decisions for specific learning disabilities (SLD). Both federal regulations and research support that students identified with SLD using RTI should be deficient in both level of academic functioning and rate of growth in response to scientifically based instruction. To date, there is little research examining whether these eligibility criteria are predictive in identifying students with SLD by evaluation teams in schools. Two studies conducted in different states examined if level of academic performance and rate of improvement (ROI) using curriculum-based measurement in reading (CBM-R) predicted student eligibility for special education. Logistic regression results indicated that level of performance predicted special education eligibility across sites and that ROI did not. Implications for research and practice are discussed.

Publisher

SAGE Publications

Subject

Behavioral Neuroscience,General Health Professions,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/07319487221115172

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1. The Impact of Initial Level of Performance on Multidisciplinary Team Eligibility Decisions When Using Response to Intervention;Learning Disabilities Research & Practice;2023-12-28