ERIC Number: EJ895105
Record Type: Journal
Publication Date: 2010-Aug
Abstractor: As Provided
Reference Count: 46
The Insufficiency of Response to Intervention in Identifying Gifted Students with Learning Disabilities
McKenzie, Robert G.
Learning Disabilities Research & Practice, v25 n3 p161-168 Aug 2010
Many states are implementing response-to-intervention (RTI)-based assessment as the sole means of identifying students with specific learning disabilities (SLDs). Although RTI is often hailed as an improved model of identification, concern for the possibility of this model elevating false positives has been examined. The risk of RTI producing a second form of diagnostic error, however, has received relatively little attention, namely, false negatives. The widespread implementation of RTI necessitates an analysis of its ability to identify students who are most vulnerable to be inaccurately judged as responsive to instruction, namely, students with coexisting intellectual talent and SLDs.
Descriptors: Intervention, Gifted Disabled, Academically Gifted, Learning Disabilities, Models, Students, Evaluation
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A