NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ965139
Record Type: Journal
Publication Date: 2012
Pages: 25
Abstractor: As Provided
Reference Count: 99
ISSN: ISSN-1537-7903
Dimensional Integration of Assessment Outcomes with Intervention Services for Children with Specific Learning Disabilities
Decker, Scott
Journal of Applied School Psychology, v28 n2 p175-199 2012
This article reviews critical issues with integrating different procedures for identifying children with specific learning disabilities permitted in the federal regulations of the 2004 Individual With Disabilities Education Act 2004. Theoretical differences between behavioral approaches that focus on recording behavioral responses based on manipulating variables and approaches that focus on measuring attributes internal to the person (e.g., cognition, cognitive processing, intelligence) are identified as primary barriers to integrating different approaches. A coding scheme that represents disability severity along a continuous dimension based on empirical evidence across multiple domains of functioning (e.g., academic, cognitive, social-emotional) is proposed. Similarly, interventions are represented along a continuous dimension and linked to disability severity through specification of intervention levels. The coding scheme provides a general framework for integrating assessment results with intervention services for children with specific learning disabilities and other developmental disabilities. (Contains 1 figure and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; 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