Implementation of IDEA: Integrating Response to Intervention and Cognitive Assessment Methods

Autor/inn/en	Hale, James B.; Kaufman, Alan; Naglieri, Jack A.; Kavale, Kenneth A.
Titel	Implementation of IDEA: Integrating Response to Intervention and Cognitive Assessment Methods
Quelle	In: Psychology in the Schools, 43 (2006) 7, S.753-770 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20186
Schlagwörter	Learning Problems; Intervention; Cognitive Processes; Learning Disabilities; Disability Identification; School Psychology; Federal Regulation; Program Implementation; Convergent Thinking; Psychometrics; Case Studies; Evaluation Methods; Evaluation Problems + Suchen Sie Ihr Suchwort? Lernproblem; Cognitive process; Kognitiver Prozess; Learning handicap; Lernbehinderung; Schulpsychologie; Bundeskompetenz; Psychometry; Psychometrie; Case study; Fallstudie; Case Study
Abstract	The Individuals with Disabilities Education Improvement Act (IDEA) was reauthorized by the U.S. Congress in 2004, yet ongoing regulatory efforts are required to determine its operationalization and implementation. Of particular concern to school psychologists and others involved in the educational process are the guidelines for identification of children with specific learning disabilities (SLD). Two seemingly opposite camps have been arguing for either a response-to-intervention (RTI) approach for SLD identification or a methodology that includes comprehensive evaluations for SLD identification and intervention purposes. In this article, the authors propose a resolution to these critical issues by emphasizing a multitiered approach to serving children with learning problems--one that begins with RTI, but then provides for comprehensive evaluation of cognitive processes if RTI methods are not successful in ameliorating the child's learning difficulties. If a child fails to respond to intervention and demonstrates a deficit in the basic psychological processes following comprehensive evaluation, both the definitional criteria for SLD "and" the method for determining SLD eligibility will be addressed. This methodology incorporates the best aspects of both the RTI and comprehensive evaluation perspectives to forge a balanced practice model that ensures diagnostic accuracy and optimizes educational outcomes for children with SLD. (Contains 4 figures and 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10