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- Title
Examining the Impact of Federal Specific Learning Disability Inclusionary Criteria on Multidisciplinary Team Decision Making When Using Response to Intervention.
- Authors
Hunter, Drew; Boneshefski, Michael; Kovaleski, Joseph F.; Runge, Timothy J.
- Abstract
There are still many unanswered questions regarding the application of response to intervention (RTI) to making eligibility decisions for specific learning disabilities (SLD). Both U.S. federal regulations and research support that students identified with SLD using RTI should be deficient in both level of academic functioning and rate of growth in response to scientifically based instruction. To date, there is little research examining whether these eligibility criteria are predictive in identifying students with SLD by evaluation teams in schools. Two studies conducted in different U.S. states examined if level of academic performance and rate of improvement (ROI) using curriculum-based measurement in reading (CBM-R) predicted student eligibility for special education. Logistic regression results indicated that level of performance predicted special education eligibility across sites and that ROI did not. Implications for research and practice are discussed.
- Subjects
TREATMENT of learning disabilities; PREDICTIVE tests; CURRICULUM; EDUCATIONAL tests &; measurements; HEALTH care teams; DECISION making; DESCRIPTIVE statistics; CHI-squared test; DATA analysis software; LOGISTIC regression analysis; READING
- Publication
Learning Disability Quarterly, 2023, Vol 46, Issue 3, p204
- ISSN
0731-9487
- Publication type
Article
- DOI
10.1177/07319487221115172