Research indicates that the practice of grade-level retention may have negative effects on students; nevertheless it is often used in practice for students who fail to meet academic standards. In contrast to retention, response to intervention (RtI) is a sound practice that is based on a preventive framework and utilizes differentiated instruction…

The neurological basis of learning disabilities (LD), and other handicapping conditions commonly found in school-age children, makes the integration of neuropsychology and school psychology plausible. However, there has been longstanding debate over the required level of education, training, supervision, and credentialing needed for the practice…

The Culture-Language Interpretive Matrix (C-LIM) was developed to help practitioners determine the validity of test scores obtained from students who are culturally and linguistically different from the normative group of a test. The present study used an idiographic approach to investigate the diagnostic utility of the C-LIM for the Wechsler…

A qualitative grounded theory study examined how practicing professionals involved in the ED identification process reconstructed the category of "emotional disturbance" as it applied to students in an alternative educational setting. A grounded theory integrates six emergent themes and essentially reframes the existing ED criteria in contemporary…

Response to Intervention (RtI) is a promising approach for meeting the needs of all students in our nation's schools. However, attempts to shift to an RtI model are likely to be ineffective if the unique features of a school as a system are not considered prior to implementation. Therefore, it is important that school teams assess readiness for…