Are Individual Differences in Response to Intervention Influenced by the Methods and Measures Used to Define Response? Implications for Identifying Children with Learning Disabilities

Autor/inn/en	Hendricks, Emma L.; Fuchs, Douglas
Titel	Are Individual Differences in Response to Intervention Influenced by the Methods and Measures Used to Define Response? Implications for Identifying Children with Learning Disabilities
Quelle	In: Journal of Learning Disabilities, 53 (2020) 6, S.428-443 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219420920379
Schlagwörter	Individual Differences; Response to Intervention; Disability Identification; Students with Disabilities; Learning Disabilities; Reading Comprehension; Elementary School Students; Middle School Students; Grade 4; Grade 5; Tutorial Programs; Scores; Expressive Language; Vocabulary; Nonverbal Ability; Intelligence Quotient; Attention; Validity; Tennessee (Nashville) + Suchen Sie Ihr Suchwort? Individueller Unterschied; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Leseverstehen; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Wortschatz; Intelligenzquotient; Aufmerksamkeit; Gültigkeit
Abstract	Response to intervention (RTI) has been promoted for nearly 20 years as a valid supplement to or alternative method of learning disability (LD) identification. Nevertheless, important unresolved questions remain about its role in disability identification. We had two purposes when conducting this study of 229 economically and racially diverse poor readers in Grades 4 and 5 in 28 public elementary and middle schools in Nashville. First, we examined predictors of the children's response to a reading comprehension tutoring program. Second, we explored the utility of different methods (growth vs final status) and measures (near- and mid-transfer vs far-transfer) in operationalizing "response," and whether these contrasting methods and measures identified similar children. Findings indicated students with higher pretreatment scores on expressive vocabulary, nonverbal IQ, teacher ratings of attention, and reading comprehension measures were more likely classified as responsive with final status methods. Students with lower pretreatment comprehension scores were more likely identified as responsive with growth methods. These and other findings suggest "response" is strongly context dependent, raising questions about the validity of RTI as a means of disability identification. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01