Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?

Abstract:

:Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and small-group intervention (Tier 2) before becoming eligible for the most intensive intervention (Tier 3). The purpose of this article was to determine how to predict accurately which at-risk children will be unresponsive to Tiers 1 and 2, thereby allowing unresponsive children to move directly from Tier 1 to Tier 3. As part of an efficacy study of a multitier RTI approach to prevention and identification of reading disabilities (RD), 129 first-grade children who were unresponsive to classroom reading instruction were randomly assigned to 14 weeks of small-group, Tier 2 intervention. Nonresponders to this instruction (n = 33) were identified using local norms on first-grade word identification fluency growth linked to a distal outcome of RD at the end of second grade. Logistic regression models were used to predict membership in responder and nonresponder groups. Predictors were entered as blocks of data from least to most difficult to obtain: universal screening data, Tier 1 response data, norm referenced tests, and Tier 2 response data. Tier 2 response data were not necessary to classify students as responders and nonresponders to Tier 2 instruction, suggesting that some children can be accurately identified as eligible for Tier 3 intervention using only Tier 1 data, thereby avoiding prolonged periods of failure to instruction.

journal_name

J Learn Disabil

authors

Compton DL,Gilbert JK,Jenkins JR,Fuchs D,Fuchs LS,Cho E,Barquero LA,Bouton B

doi

10.1177/0022219412442151

subject

Has Abstract

pub_date

2012-05-01 00:00:00

pages

204-16

issue

3

eissn

0022-2194

issn

1538-4780

pii

0022219412442151

journal_volume

45

pub_type

杂志文章,随机对照试验
  • Executive impairment determines ADHD medication response: implications for academic achievement.

    abstract::Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment e...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,随机对照试验

    doi:10.1177/0022219410391191

    authors: Hale JB,Reddy LA,Semrud-Clikeman M,Hain LA,Whitaker J,Morley J,Lawrence K,Smith A,Jones N

    更新日期:2011-03-01 00:00:00

  • Fable comprehension by children with learning disabilities.

    abstract::Seven fables were read to 14 average learners and 14 children with learning disabilities, all of whom ranged in age from 10 to 13 years. They were presented with four possible moral choices: one correct, one related, and two incorrect. They were instructed to select the correct moral choice and were asked to explain t...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949502800506

    authors: Abrahamsen EP,Sprouse PT

    更新日期:1995-05-01 00:00:00

  • Assessing Foundational Reading Skills in Kindergarten: A Curriculum-Based Measurement in Spanish.

    abstract::Early identification of learning difficulties is a critical component of the Response to Intervention (RtI) model. In kindergarten, the screening of foundational reading skills can provide a data-based guideline for identifying students requiring a more intensive response-based intervention before starting elementary ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219419893649

    authors: Gutiérrez N,Jiménez JE,de León SC,Seoane RC

    更新日期:2020-03-01 00:00:00

  • The proposed changes for DSM-5 for SLD and ADHD: international perspectives--Australia, Germany, Greece, India, Israel, Italy, Spain, Taiwan, United Kingdom, and United States.

    abstract::This article presents an international perspective of the proposed changes to the DSM-5 for learning disabilities (LD) and attention-deficit/hyperactivity disorders (ADHD) across ten countries: Australia, Germany, Greece, India, Israel, Italy, Spain, Taiwan, the United Kingdom, and the United States. We provide perspe...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,评审

    doi:10.1177/0022219412464353

    authors: Al-Yagon M,Cavendish W,Cornoldi C,Fawcett AJ,Grünke M,Hung LY,Jiménez JE,Karande S,van Kraayenoord CE,Lucangeli D,Margalit M,Montague M,Sholapurwala R,Sideridis G,Tressoldi PE,Vio C

    更新日期:2013-01-01 00:00:00

  • The impact of learning disabilities on adulthood: a review of the evidenced-based literature for research and practice in adult education.

    abstract::It is now well established that learning disabilities (LD) persist into the adult years, yet despite a developing literature base in this area, there is a paucity of evidence-based research to guide research and practice. Consistent with the demands of the adult stage of development, autonomy and self-determination ar...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,评审

    doi:10.1177/0022219411426858

    authors: Gerber PJ

    更新日期:2012-01-01 00:00:00

  • Characteristics of children referred for evaluation of school difficulties who have adequate academic achievement scores.

    abstract::Forty children (7 to 11 years old) referred for evaluation of learning problems, who had scores within the normal range on standardized measures of academic achievement, were compared to 81 similarly referred children who had scored low (< 90) on at least one measure of academic achievement. We tested the hypothesis t...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221940003300509

    authors: Morgan AE,Singer-Harris N,Bernstein JH,Waber DP

    更新日期:2000-09-01 00:00:00

  • Phoneme awareness and future reading ability.

    abstract::This study investigates two group-administered tests of phoneme awareness, a phoneme segmentation test and an invented spelling test. Each was given to 100 kindergarten children (48 female, 52 male), along with two tests of visual-motor ability. One year later the same children received standardized reading tests and ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949302600406

    authors: Mann VA

    更新日期:1993-04-01 00:00:00

  • Assessing differences in children with learning disabilities and normally achieving students with a new measure of creativity.

    abstract::This study investigates the creative abilities of children with learning disabilities by employing a new measure designed to assess creativity without the use of verbal or analytic skills. Sixteen normally performing and 16 children with learning disabilities were administered this task and a control task of verbal fl...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221948902200715

    authors: Eisen ML

    更新日期:1989-08-01 00:00:00

  • Reading research for students with LD: a meta-analysis of intervention outcomes.

    abstract::The present article provides a meta-analysis of instructional research with samples of children and adolescents with learning disabilities in the domains of word recognition and reading comprehension. The results of the synthesis showed that a prototypical intervention study has an effect size (ES) of .59 for word rec...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,meta分析

    doi:10.1177/002221949903200605

    authors: Swanson HL

    更新日期:1999-11-01 00:00:00

  • An item response theory analysis of the Conners Teacher's Rating Scale.

    abstract::We used an item response theory (IRT) measurement model to examine the 28-item Conners Teacher's Rating Scale (CTRS) for the diagnosis of attention-deficit/hyperactivity disorder (ADHD). Using an Israeli sample of 453 pairs of respondents (parents and teachers), we broke down our sample into nonclinical (n = 306) and ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949803100602

    authors: Gumpel T,Wilson M,Shalev R

    更新日期:1998-11-01 00:00:00

  • Pediatric traumatic brain injury: challenges and interventions for families.

    abstract::Experiencing a brain injury is a traumatic event not only for the child who is directly affected, but also for his or her family system. Recently, attention has turned toward the potentially deleterious effects of having a child with a traumatic brain injury (TBI) on parents, siblings, and extended family members. Spe...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,评审

    doi:10.1177/002221949602900610

    authors: Conoley JC,Sheridan SM

    更新日期:1996-11-01 00:00:00

  • Cognitive arithmetic and problem solving: a comparison of children with specific and general mathematics difficulties.

    abstract::This study examined problem-solving and number-fact skills in two subgroups of third-grade children with mathematics difficulties (MD): MD-specific (n = 12) and MD-general (n = 12). The MD-specific group had difficulties in mathematics but not in reading, and the MD-general group had difficulties in reading as well as...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949703000606

    authors: Jordan NC,Montani TO

    更新日期:1997-11-01 00:00:00

  • Maintaining the relationship between science and special education.

    abstract::Science has been an important partner of the field of learning disabilities since its inception. Special educators have used science to confirm or reject approaches to identifying and teaching students with disabilities. Current research and practice is using science to find better approaches to preventing learning di...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/00222194040370030501

    authors: Chard DJ

    更新日期:2004-05-01 00:00:00

  • Toward a Graded Psycholexical Space Mapping Model: Sublexical and Lexical Representations in Chinese Character Reading Development.

    abstract::Following a review of contemporary models of word-level processing for reading and their limitations, we propose a new hypothetical model of Chinese character reading, namely, the graded lexical space mapping model that characterizes how sublexical radicals and lexical information are involved in Chinese character rea...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219417718199

    authors: Tong X,McBride C

    更新日期:2018-09-01 00:00:00

  • Temporal resolution of auditory perception in relation to perception, memory, and language skills in typical children.

    abstract::This study examined temporal resolution of auditory perception (TRAP) in relation to speech perception and phonological working memory in one experiment and in relation to measures of rapid naming, understanding of grammatical contrasts, and phonological awareness in a second experiment. In the TRAP test, 6- to 9-year...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221940103400411

    authors: Norrelgen F,Lacerda F,Forssberg H

    更新日期:2001-07-01 00:00:00

  • The use of think-aloud protocols to compare inferencing abilities in average and below-average readers.

    abstract::In this study, we examined whether think-aloud procedures would uncover differences in the kinds of inferences generated by average and below-average readers. Participants were 40 third-grade children who were divided into groups of average and below-average readers. All participants completed measures of nonverbal IQ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/00222194020350050401

    authors: Laing SP,Kamhi AG

    更新日期:2002-09-01 00:00:00

  • Difficulties in Comprehending Affirmative and Negative Sentences: Evidence From Chinese Children With Reading Difficulties.

    abstract::Recent experimental results suggest that negation is particularly challenging for children with reading difficulties. This study looks at how young poor readers, speakers of Mandarin Chinese, comprehend affirmative and negative sentences as compared with a group of age-matched typical readers. Forty-four Chinese child...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219417714775

    authors: Hu S,Vender M,Fiorin G,Delfitto D

    更新日期:2018-03-01 00:00:00

  • The effects of blending and spelling training on the decoding skills of young poor readers.

    abstract::Blending and spelling training were compared in this experiment to determine which intervention would improve the decoding skills of two first-grade boys with learning disabilities who were in the phonetic cue stage of reading. Additionally, the two boys received pre- and posttest administrations of a phonemic segment...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949002300909

    authors: DiVeta SK,Speece DL

    更新日期:1990-11-01 00:00:00

  • What we know about translating comprehension-strategies instruction research into practice.

    abstract::Research on the implementation of comprehension-strategies instruction is discussed briefly. The particular focus is on the challenges educators have encountered in translating research-based strategies instruction into workable, school-based interventions and, ultimately, into classroom practice. The research outcome...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949703000504

    authors: Pressley M,el-Dinary PB

    更新日期:1997-09-01 00:00:00

  • Peer groups, popularity, and social preference: trajectories of social functioning among students with and without learning disabilities.

    abstract::The extant literature on the social functioning of students with learning disabilities (LD) has indicated that whereas a majority belong to peer groups, a higher proportion are isolated and most have lower social status among peers in general than their typically achieving classmates. Although some work has examined t...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219407310993

    authors: Estell DB,Jones MH,Pearl R,Van Acker R,Farmer TW,Rodkin PC

    更新日期:2008-01-01 00:00:00

  • Employment self-disclosure rates and rationales of university graduates with learning disabilities.

    abstract::Five hundred graduates with learning disabilities (LD) from three universities in the United States completed a survey related to their postschool employment outcomes and experiences. The present study presents data related to their decisions regarding LD disclosure in employment settings. Although 73% of the responde...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219407313805

    authors: Madaus JW

    更新日期:2008-07-01 00:00:00

  • Social persistence following failure in boys and girls with LD.

    abstract::The response of boys and girls with or without learning disabilities to social failure was examined. Children participated in two dyadic interactions with experimental confederates: an unfriendly interaction and a friendly one. The children's behavior was videotaped, and they answered questions following each interact...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949903200302

    authors: Settle SA,Milich R

    更新日期:1999-05-01 00:00:00

  • "Passageless" administration of the Nelson-Denny Reading Comprehension Test: associations with IQ and reading skills.

    abstract::There are few tests that assess reading comprehension in adults, but these tests are needed for a comprehensive assessment of reading disorders (RD). The Nelson-Denny Reading Test (NDRT) has a long-passage reading comprehension component that can be used with adolescents and adults. A problem with the NDRT is that rea...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219412468160

    authors: Ready RE,Chaudhry MF,Schatz KC,Strazzullo S

    更新日期:2013-07-01 00:00:00

  • Teaching adolescents with learning disabilities to generate and use task-specific strategies.

    abstract::The effects of an intervention designed to enhance students' roles as control agents for strategic functioning were investigated. The goal was to increase the ability of students labeled learning disabled to generate new strategies or adapt existing task-specific strategies for meeting varying demands of the regular c...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221948902200206

    authors: Ellis ES,Deshler DD,Schumaker JB

    更新日期:1989-02-01 00:00:00

  • Students with reading and spelling disabilities: peer groups and educational attainment in secondary education.

    abstract::The present study investigated whether the members of adolescents' peer groups are similar in reading and spelling disabilities and whether this similarity contributes to subsequent school achievement and educational attainment. The sample consisted of 375 Finnish adolescents whose reading and spelling disabilities we...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219410392043

    authors: Kiuru N,Haverinen K,Salmela-Aro K,Nurmi JE,Savolainen H,Holopainen L

    更新日期:2011-11-01 00:00:00

  • Phonological processes, confrontational naming, and immediate memory in dyslexia.

    abstract::A group of poor readers classified as dyslexic by age/IQ discrepancy criteria (n = 42) were contrasted with two clinic control groups: 56 adequate-for-age readers with attention deficit disorder (ADD) and 21 poor-for-age readers not meeting the IQ discrepancy criterion (slow/borderline group). The children (33 girls, ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949302600910

    authors: Ackerman PT,Dykman RA

    更新日期:1993-11-01 00:00:00

  • Achieving meaningful mathematics literacy for students with learning disabilities. Cognition and Technology Group at Vanderbilt.

    abstract::In this article we consider issues relevant to the future of mathematics instruction and achievement for students with learning disabilities. The starting point for envisioning the future is the changing standards for mathematics learning and basic mathematical literacy. We argue that the shift from behaviorist learni...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,评审

    doi:10.1177/002221949703000207

    authors: Goldman SR,Hasselbring TS

    更新日期:1997-03-01 00:00:00

  • The effects of educational placement and grade level on the self-perceptions of low achievers and students with learning disabilities.

    abstract::Previous studies have yielded mixed findings as to the effect of learning disabilities (LD) on self-perception. We proposed that perceived competence in children who experience learning difficulties is affected both by age trends in self-appraisal processes and by the degree to which students' salient reference group ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949402700509

    authors: Butler R,Marinov-Glassman D

    更新日期:1994-05-01 00:00:00

  • The external validity of age- versus IQ-discrepancy definitions of reading disability: lessons from a twin study.

    abstract::Recent research has raised the question of whether age- and IQ-discrepancy forms of reading disability (RD) are distinguishable in terms of either their underlying linguistic deficit or their response to treatment, thus threatening the external validity of the traditional distinction between specific reading retardati...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949202500904

    authors: Pennington BF,Gilger JW,Olson RK,DeFries JC

    更新日期:1992-11-01 00:00:00

  • When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges.

    abstract::Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States' most expensi...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219416646706

    authors: Weis R,Erickson CP,Till CH

    更新日期:2017-11-01 00:00:00