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Article
Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus
Learning Disability Quarterly
  • J. Hale
  • V Alfonso
  • V. Berninger
  • B. Bracken
  • C. Christo
  • E. Clark
  • M. Cohen
  • A. Davis
  • George McCloskey, Philadelphia College of Osteopathic Medicine
  • et al.
Document Type
Article
Publication Date
1-1-2010
Disciplines
Abstract
Developed in concert with the Learning Disabilities Association of America (LDA), this White Paper regarding specific learning disabilities identification and intervention represents the expert consensus of 58 accomplished scholars in education, psychology, medicine, and the law. Survey responses and empirical evidence suggest that five conclusions are warranted: 1) The SLD definition should be maintained and the statutory requirements in SLD identification procedures should be strengthened; 2) neither ability-achievement discrepancy analysis nor failure to respond to intervention alone is sufficient for SLD identification; 3) a “third method” approach that identifies a pattern of psychological processing strengths and weaknesses, and achievement deficits consistent with this pattern of processing weaknesses, makes the most empirical and clinical sense; 4) an empirically-validated RTI model could be used to prevent learning problems, but comprehensive evaluations should occur for SLD identification purposes, and children with SLD need individualized interventions based on specific learning needs, not merely more intense interventions; and 5) assessment of cognitive and neuropsychological processes should be used for both SLD identification and intervention purposes.
Comments

This article was published in Learning Disability Quarterly, Volume 33, Issue 3, Pages 223-236.

The published version is available at http://dx.doi.org/10.1177/073194871003300310.

Copyright © 2010 HighWire Press.

Citation Information
J. Hale, V Alfonso, V. Berninger, B. Bracken, et al.. "Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus" Learning Disability Quarterly Vol. 33 Iss. 3 (2010) p. 223 - 236
Available at: http://works.bepress.com/george_mccloskey/11/