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ERIC Number: EJ1168932
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: ERIC
ISSN: ISSN-1046-6819
Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus
Learning Disabilities: A Multidisciplinary Journal, v20 n2 p61-72 2014
The purpose of the White Paper is to provide additional information for and guidance to the federal government, professional organizations, practitioners, and the public. The Learning Disabilities Association of America (LDA) is hopeful that this document will facilitate legal, regulatory, policy, and training decisions, and ultimately, service delivery to children with SLD. entification and intervention. This White Paper provides a summary of these Expert Panel White Paper Survey opinions, with relevant, but not exhaustive citations (provided as endnotes) that provide support for these conclusions. The five major conclusions drawn from these opinions and empirical evidence include the following: (1) maintain the SLD definition and strengthen statutory requirements in SLD identification procedures; (2) neither ability-achievement discrepancy analyses nor failure to respond to intervention (RTI) alone is sufficient for SLD identification; (3) to meet SLD statutory and regulatory requirements, a "third method" approach that identifies a pattern of psychological processing strengths and deficits, and achievement deficits consistent with this pattern of processing deficits, makes the most empirical and clinical sense; (4) an empirically validated RTI model could be used to prevent learning problems in children, but comprehensive evaluations should occur whenever necessary for SLD identification purposes, and children with SLD need individualized interventions based on specific learning needs, not merely more intense interventions designed for children in general education; and (5) assessment of cognitive and neuropsychological processes should be used not only for identification, but for intervention purposes as well, and these assessment-intervention relationships need further empirical investigation. [This article was written by the Learning Disabilities Association of America (LDA) Expert Panel (J. Hale, V. Alfonso, V. Berninger, B. Bracken, C. Christo, E. Clark, M. Cohen, A. Davis, S. Decker, R. Dumont, C. Elliott, S. Feifer, C. Fiorello, D. Flanagan, E. Fletcher-Janzen, D. Geary, M. Gerber, M. Gerner, S. Goldstein, N. Gregg, R. Hagin, L. Jaffe, A. Kaufman, N. Kaufman, T. Keith, F. Kline, C. Kochhar-Bryant, J. Lerner, G. Marshall, J. Mascolo, N. Mather, M. Mazzocco, G. McCloskey, K. McGrew, D. Miller, J. Miller, M. Mostert, J. Naglieri, S. Ortiz, L. Phelps, B. Podhajski, L. Reddy, C. Reynolds, C. Riccio, F. Schrank, E. Schultz, M. Semrud-Clikeman, J. Simon, L. Silver, L. Swanson, A. Urso, T. Wasserman, J. Willis, D. Wodrich, P. Wright, & J. Yalof.)]
Sagamore Publishing LLC. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975; e-mail:; Web site:
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004
Grant or Contract Numbers: N/A