• Teachers
• School Psychologists
• School & District Administrators
• State Departments of Education
• Researchers
• Parents

• NRCLD Home
• SLD and RTI Tools
• SLD Determination
• What is RTI?
• "How to" topics
• Changing roles of educators
• About NRCLD
• NRCLD research
• NRCLD publications
• NRCLD presentations
• NRCLD Contacts
• SLD and RTI resources

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.

Daniel J. Reschly of Vanderbilt University presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.

---

What If LD Identification Changed to Reflect Research Findings?

Daniel J. Reschly
Vanderbilt University

Author Contact:
Daniel J. Reschly
Box 328 Peabody
Vanderbilt University
Nashville, TN 37203
615-322-8150 or 708-7910
dan.reschly@vanderbilt.edu

Table of Contents

• Table of Contents
• Introduction
• Overview
  • Underlying Principles for Change
  • Where are we now?
• Unscientific Policies and Practices in LD
  • Processing Disorder
  • Severe Discrepancy
• Alternatives to the Traditional LD Definition and Severe Discrepancy
  • Table 1: Multi-tiered Academic Interventions
  • Table 2: Multi-tiered Behavioral Interventions
  • Figure 1. NRC Multi-tiered Interventions (figure adapted from Heartland AEA Program Manual, 2002).
• Implications of Changes
• Consequences of LD Identification Changes
  • Figure 2. Current Roles of School Psychologists in the U.S. and Iowa: Hours per Week
  • Figure 3: School Psychology Assessment: Times per Month
  • Figure 4: Assessment of Educational Skills: Times per Month: U.S. and Iowa
  • Figure 5: School Psychologists' Job Satisfaction in the U.S. and Iowa
• Summary
• References

---

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.