Students with specific learning disabilities (SLD) represent roughly five percent of U.S. public school students aged 3-21. Current federal policy outlines guidelines for identification of SLDs, while ultimately leaving specific procedures to the determination of state and local education agencies. Research into how the method used in…

We investigated the variability across states in the prevalence of learning disabilities (LD) as reported by the U. S. Department of Education's Office of Special Education Programs (OSEP). This expanded upon the work of Hallahan and colleagues on interstate prevalence rate variability of special education disability categories by focusing on a…

Because several studies have investigated student outcomes in schools implementing Response to Intervention (RtI), relatively little research has investigated the impact of implementation on students' long-term achievement outcomes (i.e., several years after exposure). The purpose of this study was to describe one elementary school's RtI…

Personalized augmentative and alternative communication (AAC) intervention refers to an approach in which intervention is tailored to the individual's needs and skills, the needs and priorities of the individual's family and other social environments, the evidence base, and the individual's response to intervention. This approach is especially…

Some claim that good and poor readers continue their trajectories despite intervention. This quasi-experimental study examined whether the READ 180 program helps general education, below-grade-level, Title I pre-adolescent readers improve. Participants included 82 students, grades 4-8, in public Title I elementary and middle schools. Results…

Background: The finding of positive outcomes at the group level for children with autism spectrum disorder (ASD) who complete comprehensive early intervention programmes often masks considerable individual variability. We therefore aimed to identify subgroups of children based on their response to intervention and to compare outcome variables…

Models of irregular word reading that take into account both child- and word-level predictors have not been evaluated in typically developing children and children with reading difficulty (RD). The purpose of the present study was to model individual differences in irregular word reading ability among 5th grade children (N = 170), oversampled for…