Responsiveness-to-Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct

Authors: Fuchs D.¹; Mock D.²; Morgan P.L.¹; Young C.L.¹

Source: Learning Disabilities Research & Practice, Volume 18, Number 3, August 2003 , pp. 157-171(15)

Buy & download fulltext article:

Price: $48.00 plus tax (Refund Policy)

Abstract:

Longstanding concern about how learning disabilities (LD) are defined and identified, coupled with recent efforts in Washington, DC to eliminate IQ-achievement discrepancy as an LD marker, have led to serious public discussion about alternative identification methods. The most popular of the alternatives is responsiveness-to-intervention (RTI), of which there are two basic versions: the “problem-solving” model and the “standard-protocol” approach. The authors describe both types, review empirical evidence bearing on their effectiveness and feasibility, and conclude that more needs to be understood before RTI may be viewed as a valid means of identifying students with LD.

Document Type: Research article

DOI: http://dx.doi.org/10.1111/1540-5826.00072

Affiliations: 1: Vanderbilt University 2: University of Virginia

Publication date: 2003-08-01