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Do the Special Education Regulations in States Requiring RtI for SLD Identification Include or Omit Intervention Fidelity?
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Wendy S. Cochrane; Brandon J. Wood – Learning Disability Quarterly, 2025
This study examined intervention fidelity (IF) and the extent to which this essential feature of response to intervention (RtI) was included within artifacts (laws and guidance documents) for states requiring RtI for specific learning disability (SLD) identification. Intervention fidelity is defined as the degree to which an intervention is…
Descriptors: Special Education, Learning Disabilities, Response to Intervention, Fidelity
The Critical Role of Instructional Response in Defining and Identifying Students with Dyslexia: A Case for Updating Existing Definitions
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Sharon Vaughn; Jeremy Miciak; Nathan Clemens; Jack M. Fletcher – Grantee Submission, 2024
We address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of response to intervention in identifying students with dyslexia. We identify dyslexia as individuals with specific…
Descriptors: Dyslexia, Definitions, Revision (Written Composition), Multi Tiered Systems of Support
The Critical Role of Instructional Response in Defining and Identifying Students with Dyslexia: A Case for Updating Existing Definitions
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Sharon Vaughn; Jeremy Miciak; Nathan Clemens; Jack M. Fletcher – Annals of Dyslexia, 2024
We address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific…
Descriptors: Dyslexia, Definitions, Revision (Written Composition), Multi Tiered Systems of Support
Standardized International Definitions of ADHD to Assist with the Development of Educational Policies and Technology
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Shawntel Tanner; Yu-Chang Hsu – TechTrends: Linking Research and Practice to Improve Learning, 2025
Attention-Deficit/Hyperactivity Disorder (ADHD) includes a multitude of symptoms and can be difficult to diagnose due to a variety of international definitions. Research identifies different viewpoints on diagnosis and treatment including medical, psychological, and sociocultural views. Some research suggests ADHD is a social construct and is…
Descriptors: Educational Policy, Attention Deficit Hyperactivity Disorder, Educational Technology, Policy Formation