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Direct linkRestori, Alberto F.; Gresham, Frank M.; Cook, Clayton R. – California School Psychologist, 2008
When Congress passed the Individuals with Disabilities Education Improvement Act in 2004 (IDEIA 2004), local educational agencies (LEA) were permitted to use a Response-to-Intervention (RtI) approach for identifying children with possible learning disabilities for special education. Furthermore, IDEIA 2004 no longer required LEAs to establish an…
Descriptors: Intervention, Federal Legislation, Learning Disabilities, Intelligence Tests
Peer reviewedGresham, Frank M.; Gansle, Kristin A. – School Psychology Quarterly, 1992
Reviews and critiques relevance of Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R) for school psychological practice. Presents five misguided assumptions upon which DSM-III-R use is based, dealing with medical model conceptualization of behavior; reliability; validity; relevance for special education…
Descriptors: Classification, Educational Diagnosis, Elementary Secondary Education, Labeling (of Persons)
Peer reviewedGresham, Frank M.; Gansle, Kristin A. – School Psychology Quarterly, 1992
Responds to critiques by Reynolds and by Hynd of previous article (Gresham and Gansle, this issue) which reviewed relevance of Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R), and noted irrelevance of DSM-III-R for school psychology practice. Addresses misconceptions/misconstruals of objective facts in…
Descriptors: Classification, Educational Diagnosis, Elementary Secondary Education, Labeling (of Persons)
Peer reviewedGresham, Frank M.; MacMillan, Donald L.; Bocian, Kathleen M. – School Psychology Review, 1997
Assesses discriminate validity of teacher judgments in differentiating various groups of students who are at risk for learning difficulties based on referral to School Study Teams (SSTs). Large differences are found between controls and at-risk groups. Results from cross-validated discriminate function analyses shows teacher judgment correctly…
Descriptors: Discriminant Analysis, Educational Diagnosis, Interpersonal Competence, Learning Problems
Peer reviewedGresham, Frank M. – Journal of Learning Disabilities, 1993
This rejoinder suggests that Conte and Andrews (EC 605 549) have come to the correct conclusion that social skills deficit should not constitute a specific learning disability, but for reasons which are seen as irrelevant. The paper concludes that all children with identified social skills deficits, regardless of eligibility criteria, should…
Descriptors: Definitions, Educational Diagnosis, Educational Needs, Elementary Secondary Education
Peer reviewedGresham, Frank M. – Journal of School Psychology, 1982
Proposes a behavioral assessment model which specifies three types of assessment information: direct observations, rating scale data, and interview data. Discusses characteristics of these three types of assessment information, with recommendations for their use. Suggests two psychological models to guide school psychologists through the…
Descriptors: Behavior Problems, Behavior Rating Scales, Children, Data Collection
Peer reviewedGresham, Frank M. – School Psychology Review, 1985
School psychologists have experienced difficulties in assessing students' behavior disorders, because of lack of training and problems associated with the traditional medical model of abnormal behavior. An alternative assessment model is described in terms of its five principles: problem solving; functional analysis; multiple operationalism;…
Descriptors: Behavior Disorders, Behavior Rating Scales, Educational Diagnosis, Elementary Secondary Education
