References
Chalfant, J. C., Pysh, M. V. & Moultrie, R. (1979). Teacher assistance teams: A model for within-building problem solving. Learning Disabilities Quarterly, 2, 85-95.
Denton, C. A., Vaughn, S., & Fletcher, J. M., (2003). Bringing research-based practice in reading intervention to scale. Learning Disabilities Research & Practice, 18(3), 201-211.
Flugum, K. R., & Reschly, D. J. (1994). Prereferral interventions: Quality indices and outcomes. Journal of School Psychology, 32 (1), 1-14.
Fuchs, D., & Fuchs, L. S. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research & Practice,13, 204-219.
Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18(3), 157-171.
Fuchs, L.S. (1995). Curriculum-based measurement and eligibility decision making: An emphasis on treatment validity and growth. Paper presented at the Workshop on Alternatives to IQ Testing. Washington, DC: National Academy of Sciences.
Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18(3), 172-186.
Gickling, E.E. & Thompson, V. P. (1985). A personal view of curriculum-based assessment. Exceptional Children, 52, 205-218.
Good, R. H., and Kaminski, R. A. (2002). Dynamic indicators of basic early literacy skills (6th edition). Eugene, OR: Institute for the Development of Educational Achievement.
Grimes, J., & Kurns, S. (2003). An intervention-based system for addressing NCLB and IDEA expectations: A multiple tiered model to ensure every child learns. Paper presented at the Responsiveness to Intervention Symposium sponsored by the National Research Center on Learning Disabilities, Kansas City, MO.
Hartman, W.T., & Fay, T.A. (1996). Cost-effectiveness of instructional support teams in Pennsylvania. Journal of Education Finance, 21 (4), 555-580.
H.R. Rep. No. 105-95, 105th Cong., 1st Session. (1997).
Individuals with Disabilities Education Act. (1999). 34 C.F.R. 300 (Regulations), Regulations Implementing IDEA (1997), Federal Register, 64(48), March 12, 1999.
Kamps, D. M., & Greenwood, C. R. (2003). Formulating secondary level reading interventions. Paper presented at the Responsiveness to Intervention Symposium sponsored by the National Research Center on Learning Disabilities, Kansas City, MO.
Kovaleski, J.F. (2002). Best practices in operating prereferral intervention teams. In Thomas, A. & Grimes, J. (Eds.), Best practices in school psychology IV (pp. 645-656). Washington, DC: National Association of School Psychologists.
Kovaleski, J. F., Gickling, E. E., Morrow, H., & Swank, P. (1999). High versus low implementation of instructional support teams: A case for maintaining program fidelity. Remedial and Special Education, 20, 170-183
McMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2003). Responding to nonresponders: An experimental field trial of identification and intervention models. Paper presented at the Responsiveness to Intervention Symposium sponsored by the National Research Center on Learning Disabilities, Kansas City, MO.
National Association of School Psychologists. (2002). Position statement on rights without labels. In Thomas, A. & Grimes, J. (Eds.), Best practices in school psychology IV (1735-1737). Washington, DC: Author.
No Child Left Behind Act of 2001. Pub. L. No. 107-110, 115 Stat. 1425 (2001).
President's Commission on Excellence in Special Education. (2002). A new era: Revitalizing special education for children and their families. Washington, DC: Author.
Reynolds, M.C., Wang, M.C., & Walberg, H.J. (1987). The necessary restructuring of special and regular education. Exceptional Children, 53,391-398.
Rosenfield, S. A., & Gravois, T. A. (1996). Instructional consultation teams: Collaborating for change. New York: Gilford.
Schmoker, M. (1999). Results: The key to continuous school improvement. Alexandria, VA: Association for Supervision and Curriculum Development.
Shinn, M. R. (2002). Best practices in using curriculum-based measurement in a problem-solving model. In Thomas, A. & Grimes, J. (Eds.), Best practices in school psychology, IV (pp. 671-697).Washington, DC: National Association of School Psychologists.
Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential pitfalls. Learning Disabilities Research & Practice, 18(3), 137-146.
Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69, 391-409.
Ysseldyke, J.E., Thurlow, M.L., Graden, J., Wesson, C., Algozzine, B., & Deno, S. (1983). Generalizations from five years of research on assessment and decision making. Exceptional Education Quarterly, 4, 75-94.
Previous Page
(Leadership)

