Examining the Impact of Federal Specific Learning Disability Inclusionary Criteria on Multidisciplinary Team Decision Making When Using Response to Intervention
Author:
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
Publisher
SAGE Publications
Subject
Behavioral Neuroscience,General Health Professions,Education
Link
http://journals.sagepub.com/doi/pdf/10.1177/07319487221115172
Reference48 articles.
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3. Ardoin S. P., Christ T. J., Morena L. S., Cormier D. C., Klingbeil D. A. (2013). A systematic review and summarization of the recommendations and research surrounding curriculum-based measurement of oral reading fluency (CBM-R) decision rules. Journal of School Psychology, 51(1), 1–18. https://doi.org/10.1016/j.jsp.2012.09.004
4. Bose M., Kohli N., Newell K. W., Christ T. J. (2019). Response to intervention: Empirical demonstration of a dual-discrepancy population via random effects mixture models. Learning and Individual Differences, 71, 23–30. https://doi.org/10.1016/j.lindif.2019.03.004
5. Burns M. K., Appleton J. J., Stehouwer J. D. (2005). Meta-analytic review of responsiveness-to-intervention research: Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23(4), 381–394. https://doi.org/10.1177/073428290502300406
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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
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