· Flanagan, D. P., & Harrison, P. L. (2012). Contemporary intellectual assessment:
Readings
· Flanagan, D. P., & Harrison, P. L. (2012). Contemporary intellectual assessment: Theories, tests, and issues (3rd ed.). New York, NY: Guilford Press.
Flanagan, D. P., & Harrison, P. L. (2012). The Three-Stratum Theory of Cognitive Abilities. In Contemporary intellectual assessment: Theories, tests, and issues. Third edition (pp. 883–890). Copyright 2012 by Guilford Publications. Reprinted by permission of Guilford Publications via the Copyright Clearance Center.
o Appendix, “The Three-Stratum Theory of Cognitive Abilities” (pp. 883–890)
· Fletcher, J. M., Denton, C., & Francis, D. J. (2005) Validity of alternative approaches for the identification of learning disabilities: Operationalizing unexpected underachievement. Journal of Learning Disabilities, 38(6), 545–552.
Retrieved from the Walden Library databases.
· Fletcher, J. M., & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3(1), 30–37.
Retrieved from the Walden Library databases.
· Francis, A. (2012). Stigma in an era of medicalisation and anxious parenting: How proximity and culpability shape middle-class parents’ experiences of disgrace. Sociology of Health & Illness, 34(6), 927–942.
Retrieved from the Walden Library databases.
· Fuchs, D., Compton, D. L., Fuchs, L. S., Bryant, J., & Davis, G. N. (2008). Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: Findings from the first-grade longitudinal reading study of the National Research Center on learning disabilities. Reading and Writing, 21, 413–436.
Retrieved from the Walden Library databases.
· Fuchs, L. S., Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disability Quarterly: Journal of the Division for Children with Learning Disabilities, 31(2), 79–92.
Retrieved from the Walden Library databases.
· Gottfredson, L., & Saklofske, D. H. (2009). Intelligence: Foundations and issues in assessment. Canadian Psychology, 50(3), 183–195.
Retrieved from the Walden Library databases.
· Greathouse, D., & Shaughnessy, M. F. (2010). An interview with Jerome Sattler. North American Journal of Psychology, 12(2), 335–340.
Retrieved from the Walden Library databases.
· Kayama, M., & Haight, W. (2014). Disability and stigma: How Japanese educators help parents accept their children’s differences. Social Work, 59(1), 24–33.
Disability and stigma: how Japanese educators help parents accept their children’s differences by Kayama, M., & Haight, W. in Social Work, 59(1), 24-33. Copyright 2014 by Oxford University Press – Journals. Reprinted by permission of Oxford University Press – Journals via the Copyright Clearance Center.
· Miciak, J., Fletcher, J. M., Stuebing, K. K., Vaughn, S., & Tolar, T. D. (2014). Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification. School Psychology Quarterly, 29(1), 21–37.
Retrieved from the Walden Library databases.
· Morgan, P. L., Farkas, G., & Hible, J. (2008). Matthew effects for whom? Learning Disability Quarterly, 31(4), 187–198.
Retrieved from the Walden Library databases.
· Stuebing, K. K., Fletcher, J. M., Branum-Martin, L., & Francis, D. J. (2012). Evaluation of the technical adequacy of three methods for identifying specific learning disabilities based on cognitive discrepancies. School Psychology Review, 41(1), 3–22.
Retrieved from the Walden Library databases.
Discussion 1: Response to Treatment Intervention (RTI)
Several different methods are used for identifying learning disabilities, one of which is response to treatment intervention (RTI). However, RTI is also a method for prevention. Although passed into law for identification purposes, many schools are adopting RTI as a means of identifying students who may be at risk for learning challenges through a systematic change in the delivery of instruction. Yet, RTI remains controversial as a means for identifying learning disabilities.
To prepare:
· Consider both sides of the controversy in identifying learning disabilities.
· Think about the various methods of identifying learning disabilities.
· As you review the Learning Resources, think about how RTI can be a method for identification and prevention of learning challenges.
Post by Day 3:
Compare the use of RTI as a method for identifying learning disabilities to at least one other method, such as the ability achievement discrepancy model. Identify which method you prefer, and explain why. Finally, briefly explain how RTI can be used as a method for preventing learning challenges in students who are at risk.
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