Responsiveness-to-Intervention Symposium

December 4-5, 2003 * Kansas City, Missouri

The National Research Center on Learning Disabilities sponsored this two-day symposium focusing on responsiveness-to-intervention (RTI) issues. The speakers, discussants, and participants assembled represented the wide diversity of individuals with a vested interest in LD determination issues. Advocates, instructional staff, researchers, and state-level education officials brought their collective and considerable expertise to the discussions.

Kenneth A. Kavale of the University of Iowa presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.

The Feasibility of a Responsiveness to Intervention Approach For The Identification of Specific Learning Disability: A Psychometric Alternative

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Abstract

Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. We argue that there are many questions about the RTI that remain unanswered, and radical changes in proposed regulations are not warranted at this time. Many fundamental issues related to RTI have not been resolved and a better strategy may be to implement more rigorously existing identification criteria (e.g., discrepancy and psychological processing deficits) in a structured psychometric framework. Suggestions on how to modify present procedures are provided.

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The symposium was made possible by the support of the U.S. Department of Education Office of Special Education Programs. Renee Bradley, Project Officer. Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.