ERIC Number: EJ878352
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 75
"Old Habits Die Hard:" Past and Current Issues Pertaining to Response-to-Intervention
Restori, Alberto F.; Gresham, Frank M.; Cook, Clayton R.
California School Psychologist, v13 p67-78 2008
When Congress passed the Individuals with Disabilities Education Improvement Act in 2004 (IDEIA 2004), local educational agencies (LEA) were permitted to use a Response-to-Intervention (RtI) approach for identifying children with possible learning disabilities for special education. Furthermore, IDEIA 2004 no longer required LEAs to establish an IQ-achievement discrepancy for determining a Specific Learning Disability (SLD). Although federal law no longer mandates the need for a discrepancy for determining an SLD, some researchers suggest that intelligence tests should continue to be used for children at-risk for SLD who do not respond to interventions within the initial phases of an RtI approach. The current paper: (a) provides a brief review of the IQ-achievement discrepancy model, (b) reviews some of the major criticisms regarding the IQ-achievement discrepancy model, (c) reviews concerns of using intelligence tests within an RtI framework, and (d) provides a rationale for applying RtI in school districts in California.
Descriptors: Intervention, Federal Legislation, Learning Disabilities, Intelligence Tests, Intelligence Quotient, Models, Criticism, Literature Reviews, Disability Identification, Educational Diagnosis, Intelligence Differences, Performance Factors
California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: email@example.com; Web site: http://www.casponline.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act