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.

Tom Scruggs of George Mason University presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.

Alternatives to RTI in the Assessment of Learning Disabilities

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References

Aaron, P.G. (1997). The impending demise of the discrepancy formula. Review of Educational Research, 67, 461-502.

Algozzine, R., & Korinek, L. (1985). Where is special education for students with high prevalence handicaps going? Exceptional Children, 51, 388-394.

Beitchman, J.H., Cantwell, D.P., Forness, S.R., Kavale, K.A., & Kauffman, J.M. (1998). Practice parameters for the assessment and treatment of children and adolescents with language and learning disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 37 (Supplement), 46S-62.

Breier, J.I., Gray, L., Fletcher, J.M., Diehl, R.L., Klass, P., Foorman, B.R., & Molis, M.R. (2001). Perception of voice and tone onset time continua in children with dyslexia with and without Attention Deficit/Hyperactivity Disorder. Journal of Experimental Child Psychology, 80, 245-270.

Federal Register (1977, December 29). Procedures for evaluating specific learning disabilities. Washington, DC: Department of Health, Education, and Welfare.

Fuchs, L.S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18, 172-186.

Gresham, F.M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D.P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 467-519). Mahwah, NJ: Erlbaum.

Keogh, B.K. (1994). A matrix of decision points in the measurement of learning disabilities. In G.R. Lyon (Ed.) Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 15-26). Baltimore: Brookes.

Lyon, G.R., Fletcher, J.M., Shaywitz, S.E., Shaywitz, B.A., Torgesen, J.K., Wood, F.B., Schulte, A., & Olson, R. (2001). Rethinking learning disabilities. In C.E. Finn, Jr., A.J. Rotherham, & C.R. Hokanson, Jr. (Eds.), Rethinking special education for a new century (pp. 259-287). Washington, DC: Thomas B. Fordham Foundation.

MacMillan, D.L., Gresham, F.M., & Bocian, K.M. (1998). Discrepancy between definitions of learning disabilities and school practices: An empirical investigation. Journal of Learning Disabilities, 31, 314-326.

MacMillan, D.L., Gresham, F.M., Siperstein,G.N., & Bocian, K.M. (1996). The labyrinth of I.D.E.A.: School decisions on referred students with subaverage general intelligence. American Journal on Mental Retardation, 101, 161-174.

Scruggs, T.E., & Mastropieri, M.A. (2002). On babies and bathwater: Addressing the problems of identification of learning disabilities. Learning Disability Quarterly, 25, 155-168.

Scruggs, T.E., & Mastropieri, M.A. (2003). Issues in the identification of learning disabilities. In T.E. Scruggs & M.A. Mastropieri (Eds.), Identification and assessment of learning disorders: Advances in learning and behavioral disabilities (Vol. 16, pp. 1-36). Oxford, UK: Elsevier Science/JAI Press.

Speece, D.L., Mollow, D.E., & Case, L.P. (2003). StaRTIng at the beginning for learning disabilities identification: Response to instruction in general education. In T.E. Scruggs & M.A. Mastropieri (Eds.), Identification and assessment: Advances in learning and behavioral disabilities (pp. 37-51). Oxford, UK: Elsevier Science.

Wong, B.Y.L. (1996). The ABCs of learning disabilities. New York: Academic Press.

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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.