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

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

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Title:	Responsiveness-to-Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct.
Authors:	Fuchs, Douglas; Mock, Devery; Morgan, Paul L.; Young, Caresa L.
Descriptors:	Academic Failure; Classification; Definitions; Disability Identification; Early Intervention; Elementary Education; Eligibility; Evaluation Methods; Learning Disabilities; Prevention; Problem Solving; Student Evaluation; Validity
Source:	Learning Disabilities: Research & Practice, v18 n3 p157-71 Aug 2003
More Info: Help Peer Reviewed:	Yes
Publisher:	N/A
Publication Date:	2003-00-00
Pages:	N/A
Pub Types:	Information Analyses; Journal Articles
Abstract:	This article describes the two basic versions of the responsiveness-to-intervention (RTI) approach for identifying learning disabilities, the problem solving model and the standard-protocol approach. It reviews evidence on effectiveness and feasibility and concludes that more needs to be understood before RTI may be viewed as a valid identification means. (Contains references.) (Author/CR)
Abstractor:	N/A
Reference Count:	0

Note:	Special Series: Redefining Learning Disabilities as Inadequate Response to Instruction.
Identifiers:	Discrepancy Model
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0938-8982
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education