Identification and assessment of learning and behavioural disabilities have long been issues of great concern, and have become increasingly important in recent years. Identification and assessment issues determine how students are characterized as having disabilities, provide implications for treatment, and provide evidence for the success or failure of interventions.In this volume, several topics of relevance to the issue of identification and assessment of learning and behavioural disabilities are discussed by leading scholars, in reviews of recent relevant research, policy analyses, and new investigations with original data. This book is intended for interested professionals and practitioners; researchers in learning and behavioural disabilities; and graduate students in psychology, education, and special education.
Author(s): Margo A Mastropieri, Thomas E Scruggs
Edition: 1
Year: 2003
Language: English
Pages: 256
cover.jpg......Page 1
ADDRESSING THE PROBLEMS OF IDENTIFICATION OF LEARNING DISABILITIES......Page 2
Too Many Students are Identified as LD......Page 4
There is Too Much Variability in LD Identification......Page 5
Learning Disabilities Lack Specificity......Page 6
Learning Disabilities Lacks Conceptual Clarity......Page 7
IQ-Achievement Discrepancies are Problematic......Page 8
Students with Learning Disabilities are Not Identified Early Enough......Page 9
Identification Procedures are Not Implemented Appropriately on the Local Level......Page 10
HOW CAN WE CHARACTERIZE LEARNING DISABILITIES?......Page 12
Phonological Process Core Difference Model......Page 17
Bayesian Procedures......Page 18
Operational Interpretation......Page 19
Failure to respond to validated treatment protocols, or dual discrepancy criteria......Page 20
How Should Alternative Approaches be Evaluated?......Page 22
WHAT ARE OTHER WAYS OF ADDRESSING PROBLEMS IN IDENTIFICATION?......Page 24
SUMMARY AND CONCLUSION: WHAT DO WE KNOW TO DATE ABOUT IMPROVING IDENTIFICATION?......Page 28
REFERENCES......Page 29
STARTING AT THE BEGINNING FOR LEARNING DISABILITIES IDENTIFICATION: RESPONSE TO INSTRUCTION IN GENERAL EDUCATION......Page 38
STARTING AT THE BEGINNING FOR LEARNING DISABILITIES IDENTIFICATION: RESPONSE TO INSTRUCTION IN GENERAL EDUCATION......Page 39
Overview of the Sample and Measures......Page 41
Is the Dually Discrepant Classification Valid?......Page 42
Does Persistent Non-responsiveness Signal Disability?......Page 44
Does an Improved Pre-referral System Result in Better Outcomes for Dually-Discrepant Children?......Page 46
DISCUSSION AND IMPLICATIONS......Page 48
Acknowledgements......Page 49
REFERENCES......Page 50
IDENTIFICATION OF NON-RESPONDERS: ARE THE CHILDREN "LEFT BEHIND" BY EARLY LITERACY INTERVENTION THE "TRULY" READING DISABLED?......Page 52
HELPING POOR CRACK THE CODE......Page 53
Overview......Page 56
WHAT IS KNOWN ABOUT THE CHARACTERISTICS OF NON-RESPONDERS?......Page 57
A Closer Look at a Subset of Eight of the Twenty-three Studies......Page 63
Child Characteristics of Non-responders......Page 64
Limitations of the Current Non-responder Database......Page 65
ARE NON-RESPONDERS THE "TRULY" READING DISABLED?......Page 66
O'Connor (2000)......Page 67
Al Otaiba (2001) and Al Otaiba and Fuchs (2002b)......Page 68
What Proportion of Students were Non-responders?......Page 69
Measures Selected to Describe Characteristics of Non-responders......Page 70
Which Characteristics Differentiated Non-responders?......Page 71
Study 2: Third Grade Follow-up......Page 73
Summary and Some Limitations of the Studies......Page 74
Providing Explicit and Systematic Instruction......Page 75
Reducing the Percentage of Non-responders Through Immediate and Individualized Intervention......Page 76
REFERENCES......Page 78
THE ROLE OF READING INTERVENTION RESEARCH IN THE IDENTIFICATION OF CHILDREN WITH READING DIFFICULTIES: A META-ANALYSIS OF THE LITERATURE FUNDED BY THE NICHD......Page 83
INTRODUCTION......Page 84
Data Collection......Page 88
Coding......Page 89
Categorization of Treatment Components......Page 90
Effect Size Calculation......Page 93
Article Characteristics......Page 94
Methodological Variations......Page 95
Effect Size......Page 98
Instructional Component Categories......Page 99
DISCUSSION......Page 102
REFERENCES......Page 107
APPENDIXE......Page 153
The Case of Louis......Page 162
Traditional IQ Tests......Page 163
Winds of Change......Page 165
Moving from IQ to Cognitive Processes......Page 166
Attention......Page 168
PASS Processes......Page 169
Description of the CAS......Page 170
CAS Standardization......Page 171
PASS Profiles......Page 172
Relationships to Achievement......Page 173
Fairness......Page 175
PREP Remedial Program......Page 177
Planning Facilitation......Page 179
How PASS Can be Used for LD Diagnosis......Page 181
REFERENCES......Page 186
INTRODUCTION......Page 190
Participants......Page 193
Instrument......Page 194
Research Design......Page 196
Comparisons Within Sensorimotor Disorder and Control Groups......Page 197
Comparisons between Participants with Either Mild-Moderate or Severe-Profound MR Level......Page 198
DISCUSSION......Page 199
REFERENCES......Page 201
DOES IQ AND READING LEVEL INFLUENCE TREATMENT OUTCOMES? IMPLICATIONS FOR THE DEFINITION OF LEARNING DISABILITIES......Page 204
INTRODUCTION......Page 205
OVERVIEW OF METHODS......Page 207
Overview of Results......Page 208
Psychometric Information......Page 209
Reporting of IQ and Reading......Page 210
IQ and Reading Levels in Isolation......Page 211
Interaction of IQ Reading Level......Page 212
Data Subsets......Page 213
SUMMARY......Page 216
REFERENCES......Page 219
TEXT ANXIETY, PERCEIVED COMPETENCE, AND ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOL STUDENTS......Page 222
INTRODUCTION......Page 223
Anxiety measures......Page 224
RESULTS......Page 225
Grade Level Differences......Page 226
"Good" versus "Poor" Achievers......Page 227
DISCUSSION......Page 228
REFERENCES......Page 229
INTRODUCTION......Page 230
Participants......Page 233
OTHER QUESTIONNAIRES......Page 234
RESULTS......Page 235
COMPARISON BETWEEN STUDENTS WITH HIGH AND LOW SELF-REGULATION......Page 237
THE MODEL......Page 238
CONCLUSIONS......Page 239
REFERENCES......Page 240
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