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Responsiveness-to-Intervention Symposium

December 4-5, 2003 * Kansas City, Missouri

The National Research Center on Learning Disabilities sponsored this two-day symposium focusing on responsiveness-to-intervention (RTI) issues. The speakers, discussants, and participants assembled represented the wide diversity of individuals with a vested interest in LD determination issues. Advocates, instructional staff, researchers, and state-level education officials brought their collective and considerable expertise to the discussions.

Kenneth A. Kavale of the University of Iowa presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.

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The Feasibility of a Responsiveness to Intervention Approach For The Identification of Specific Learning Disability: A Psychometric Alternative

Kenneth A. Kavale
The University of Iowa

James Holdnack
The Psychological Corporation

Mark P. Mostert
Regent University

Catherine M. Schmied
Vanderbilt University

Paper presented at the National Research Center on Learning Disabilities
"Responsiveness to Intervention" Symposium,
Kansas City, Missouri
December 4-5, 2003

Table of Contents

The Feasibility of a Responsiveness to Intervention Approach for the Identification of Specific Learning Disability: A Psychometric Alternative

• Table of Contents
• Abstract
• Introduction
• Defining SLD
• SLD Parameters
• SLD & Reading Disability (RD)
• SLD & Discrepancy
• SLD & Intelligence
• SLD & Unexpected School Failure
• SLD Diagnosis
• SLD & Empirically Validated Interventions
• SLD & Responsiveness
• RTI & SLD Classification
  • Figure 1: Example of an Operational Definition of Learning Disability
  • Table 1: Comprehensive Framework
  • Figure 2: Level I-A: Measurement of Specific Academic Skills and Acquired Knowledge--Inter-Academic Ability Analysis
  • Table 2: Basic Reading Skills Assessment
• Conclusion
• References

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The symposium was made possible by the support of the U.S. Department of Education Office of Special Education Programs. Renee Bradley, Project Officer. Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.