When using response to intervention (RTI) for special education eligibility decisions, multidisciplinary teams (MDTs) may use performance level and rate of improvement (ROI) as two metrics when evaluating student responsiveness. Although examining student responsiveness to instruction is a critical component of an evaluation using RTI, previous…

This article addresses the nature of dyslexia and best practices for identification and treatment within the context of multitier systems of support (MTSS). We initially review proposed definitions of dyslexia to identify key commonalities and differences in proposed attributes. We then review empirical evidence for proposed definitional…

This paper addresses the nature of dyslexia and best practices for identification and treatment within the context of multi-tier systems of support (MTSS). We initially review proposed definitions of dyslexia to identify key commonalities and differences in proposed attributes. We then review empirical evidence for proposed definitional…

In this single-case study, we examined the impact of a simple response card intervention on student engagement during math lessons. An ABA reversal across-subjects design was used to establish a causal relationship between the treatment and the expected outcome. Five adolescents with learning disabilities from a seventh-grade classroom were…

Educators use curriculum-based measurement of oral reading (CBM-R) to measure student response to instruction. Current decision-making frameworks assume students demonstrate linear growth across a school year. However, growth appears nonlinear for at least a subgroup of students. We assessed the degree to which grade two (n = 800) and grade three…

Instruction in history is important for all students. However, students with specific learning disabilities (SLD) often struggle to learn information in this content area. Instructional strategies proven effective for students with SLD are those that include active student responding (ASR), which are observable, measurable responses to…

This article introduces a framework for the remediation of number combination (NC) deficits. Research on the remediation of NC deficits is summarized, and research program studies are used to illustrate the 3 approaches to remediation. The Framework comprises a 2-stage system of remediation. The less intensive stage implementing 1 of 3…

This study investigated the assessment practices used by resource room teachers in Jordan to determine eligibility for learning disability, and to identify assessment obstacles. The study also investigated whether assessment practices and obstacles of assessment differ among resource room teachers as a function of gender and academic…

Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention.…

Twenty learning disabled students (average age 11) were given a simply written personal report explaining the reason for their referral to the clinic, test results, and next steps in their remedial program. Nineteen children who responded to a mailed follow-up questionnaire were overwhelmingly in favor of the practice. (Author)

Tested a response cost procedure, compared with Ritalin treatment, on hyperactive elementary school children to determine effectiveness in reducing hyperactive behavior and in increasing academic performance. The cost program alone and combined with medication were effective in reducing off-task behavior and in increasing academic performance.…

Ability, emotional, personality, and task variables interact to influence the performance of learning disabled children on academic tasks. Analysis of the learning-teaching style that produces optimum student response will help in determining the best teaching method. (CJ)

This study examined repair strategies used by boys with language impairments, in response to clarification requests following conversational breakdowns. Five subjects, aged four-five, were compared with five age-matched controls and five controls matched for verbal competence. Results showed that all three groups overwhelmingly used revisions to…

The current study compared the effects of hand raising and response cards during a writing instruction class in a middle-school resource classroom with students who were learning English as their second language. Response cards increased the rate and accuracy of academic responding, increased weekly quiz scores, and had mixed effects on off-task…

Correlational analysis of observed reciprocal interactions of 15 students from each group of learning disabled, behavior-disordered, and regular elementary students, and their peers, teachers, and classroom aids indicated that negative peer-student interactions were reciprocal and that positive or negative teacher-student interactions were not…