Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 0 |
Since 2005 (last 20 years) | 5 |
Descriptor
Source
Exceptional Children | 2 |
Assessment for Effective… | 1 |
Educational Researcher | 1 |
Journal of Learning… | 1 |
Learning Disabilities… | 1 |
Learning Disability Quarterly | 1 |
Reading and Writing: An… | 1 |
School Psychology Review | 1 |
Author
Fuchs, Douglas | 12 |
Fuchs, Lynn S. | 11 |
Compton, Donald L. | 3 |
Gilbert, Jennifer K. | 2 |
Bouton, Bobette | 1 |
Bryant, Joan | 1 |
Caffrey, Erin | 1 |
Davis, G. Nicole | 1 |
Lemons, Christopher J. | 1 |
Speece, Deborah L. | 1 |
Publication Type
Journal Articles | 9 |
Reports - Research | 4 |
Opinion Papers | 3 |
Reports - Descriptive | 3 |
Reports - Evaluative | 2 |
Information Analyses | 1 |
Speeches/Meeting Papers | 1 |
Education Level
Elementary Education | 4 |
Early Childhood Education | 2 |
Elementary Secondary Education | 2 |
Grade 1 | 2 |
Grade 2 | 1 |
Kindergarten | 1 |
Primary Education | 1 |
Audience
Practitioners | 2 |
Location
Tennessee | 2 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.; Bouton, Bobette; Caffrey, Erin – Journal of Learning Disabilities, 2011
The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students (N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as…
Descriptors: Reading Comprehension, Listening Comprehension, Phonemic Awareness, Predictive Validity
Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.; Bryant, Joan; Davis, G. Nicole – Reading and Writing: An Interdisciplinary Journal, 2008
Responsiveness-to-intervention (RTI) is a method for both preventing and helping to identify learning disabilities. An important feature is its multi-tier structure: "primary intervention" (tier 1) refers to classroom instruction; "secondary intervention" (tier 2) usually involves more intensive pullout, small-group…
Descriptors: Small Group Instruction, Reading Difficulties, Intervention, Learning Disabilities
Evidence-Based Practices in a Changing World: Reconsidering the Counterfactual in Education Research
Lemons, Christopher J.; Fuchs, Douglas; Gilbert, Jennifer K.; Fuchs, Lynn S. – Educational Researcher, 2014
Experimental and quasi-experimental designs are used in educational research to establish causality and develop effective practices. These research designs rely on a counterfactual model that, in simple form, calls for a comparison between a treatment group and a control group. Developers of educational practices often assume that the population…
Descriptors: Educational Research, Research Design, Models, Control Groups
Gilbert, Jennifer K.; Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S. – Assessment for Effective Intervention, 2012
Response-to-intervention (RTI) models incorporate a screening process to identify students who appear to be at risk for learning disabilities (LDs). The purpose of this position article is to incorporate what is known about screening into a flexible, yet comprehensive screening system to help school psychologists and other school administrators in…
Descriptors: Learning Disabilities, Screening Tests, Response to Intervention, Reading Difficulties
Peer reviewed
Fuchs, Lynn S.; Fuchs, Douglas; Speece, Deborah L. – Learning Disability Quarterly, 2002
This article examines a 1995 treatment validity model as a framework for identifying learning disabilities. This model: (1) examines both student performance and responsiveness to instruction; (2) delays special education referral until the effects of individual student adaptations in the regular classroom have been explored; and (3) verifies that…
Descriptors: Disability Identification, Elementary Secondary Education, Intervention, Learning Disabilities
Peer reviewed
Fuchs, Lynn S.; Fuchs, Douglas – Learning Disabilities Research and Practice, 1998
Proposes a treatment-validity model for the identification of learning disabilities. The four-phase eligibility-assessment process would include evaluating adaptations in the regular classroom and verifying the effectiveness of special education before placement. Considers the technical requirements of this alternative eligibility process, and the…
Descriptors: Decision Making, Elementary Secondary Education, Eligibility, Evaluation Methods
Fuchs, Douglas; Fuchs, Lynn S. – 1987
The paper examined empirical evidence (published through 1986) concerning the effectiveness of the Adaptive Learning Environments Model (ALEM), a multifaceted program designed to integrate handicapped pupils and remedial and compensatory education students in general education. Evaluation of three evaluative studies by the program's originators…
Descriptors: Academic Achievement, Classroom Environment, Disabilities, Elementary Secondary Education
Fuchs, Douglas; Fuchs, Lynn S. – 1987
The Mainstream Assistance Team (MAT) project is a 3-year research program designed to develop, implement, and validate a prereferral intervention model. The model is a least-restrictive, preventative, ecologically-based, problem-solving approach, using a multidisciplinary team composed of a school psychologist, special educator, and general…
Descriptors: Behavior Modification, Consultants, Consultation Programs, Educational Cooperation
Fuchs, Lynn S.; Fuchs, Douglas – School Psychology Review, 2006
Within the context of a multilayered prevention system, responsiveness to intervention (RTI) integrates increasingly intensive instruction and, at each layer, employs assessment to identify students who are inadequately responsive and who therefore require intervention at the next, more intensive layer in the system. Over the past decade, RTI has…
Descriptors: Intervention, Learning Disabilities, Researchers, Prevention
Fuchs, Douglas; And Others – 1988
The investigation assessed the effects of three increasingly inclusive versions of the Behavioral Consultation (BC) model on problem behavior in mainstream classrooms, in an effort to develop an effective and efficient approach to pre-referral intervention. Subjects were 43 general educators, their 43 most difficult-to-teach nonhandicapped…
Descriptors: Behavior Change, Behavior Problems, Consultation Programs, High Risk Students
Peer reviewed
Fuchs, Douglas; Fuchs, Lynn S. – Exceptional Children, 1988
This paper refutes the arguments of Margaret Wang and Herbert Walberg in their support of the Adaptive Learning Environments Model (ALEM) and the General Education Initiative. It focuses on the small number of ALEM implementations and replications, weaknesses of the research and evaluations supporting ALEM, and other specific criticisms. (JDD)
Descriptors: Compensatory Education, Disabilities, Educational Research, Elementary Secondary Education
Peer reviewed
Fuchs, Douglas; Fuchs, Lynn S. – Exceptional Children, 1988
An evaluation of empirical evidence from three studies published in journal articles and a book chapter indicated insufficient cause to view the Adaptive Learning Environments Model as a successful, large-scale, full-time mainstreaming program for integrating handicapped pupils and remedial/compensatory education students into general education.…
Descriptors: Compensatory Education, Disabilities, Educational Research, Elementary Secondary Education