Specific Learning Disability and Response to Intervention: State-Level Guidance

Abstract

This study investigates how state departments of education are defining response to intervention (RTI) assessment processes as they relate to specific learning disability (SLD) eligibility 5 years after the Individuals With Disabilities Education Act (IDEA) 2006 regulations were published. A qualitative research design of directed content analysis was used to examine each state's regulatory criteria for SLD and state guidance documents on the use of RTI for SLD identification. Best practices were identified in three areas: (a) frequency of data collection, (b) criteria for responsiveness, and (c) multidimensional assessment. Results showed no national consensus for how multidisciplinary teams should use RTI data as part of SLD identification. Implications for policy, practice, and future research are discussed.