ERIC Number: EJ761869
Record Type: Journal
Publication Date: 2006-Feb
Pages: 12
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: N/A
Comparison of Ecological Validity of Learning Disabilities Diagnostic Models
Dean, Vincent J.; Burns, Matthew K.; Grialou, Tina; Varro, Patrick J.
Psychology in the Schools, v43 n2 p157-168 Feb 2006
The purpose of this article is to examine models designed for the determination of a learning disability and compare them to specific criteria to determine whether the given diagnostic process is ecological in nature. The traditional child-centered deficit model (CCD), Relative Achievement Discrepancy model (RAD), and Responsiveness to Intervention model (RTI) were evaluated against the following three questions: (a) Does the environmental context of the assessment adequately represent the real-life situation? (b) Are the assessment stimuli relevant to the daily classroom activity? (c) Are the student behavior and/or required response natural and representative of the construct being assessed? The results of this examination suggested that the RTI has the most potential for ecological validity, but currently falls short. Suggestions for future research are included. (Contains 1 table.)
Descriptors: Student Behavior, Validity, Disability Identification, Learning Disabilities, Comparative Analysis, Clinical Diagnosis, Models, Evaluation Methods
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A