Assessment and decision making for students with learning disabilities: What if this IS as good as IT gets?

Learning Disability Quarterly

Volumn 28, Issue 2, 2005, Pages 125-128

  Ysseldyke, Jim ^a,b  

^a Department of Educational Leadership ^*

^b UNIVERSITY OF MINNESOTA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 18944383758     PISSN: 07319487     EISSN: None     Source Type: Journal    
DOI: 10.2307/1593610     Document Type: Article

References (16)

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4. Gresham, F., Reschly, D., Tilly, D., Fletcher, J., Burns, M., Crist, T., Prasse, D., Vanderwood, M., & Shinn, M. (2004). A comprehensive evaluation of learning disabilities: A response-to-intervention perspective. Communiqué, 33(4), 34-35.
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10. Stuebing, K., Fletcher, J., & LeDeux, J. (2002). Validity of IQ-discrepancy classification of learning disabilities: A meta-analysis. American Educational Research Journal, 469-518.
11. VanderHeyden, A. M., Witt, J. C., & Barnett, D. A. (2004). The emergence and possible futures of response to intervention. Manuscript submitted for publication, Louisiana State University.
12. Ysseldyke, J. (2001). Reflections on a career: 25 years of research on assessment and instructional decision-making. Exceptional Children, 67(3), 295-310.
13. Yesseldyke, J. E., & Christenson, S. L. (2002). Functional assessment of Academic Environment Scale. Longmont, CO: Sopris West.
14. Ysseldyke, J. E., Dawson, M., Lehr, C. A., Reschly, D., Reynolds, M., & Telzrow, C. (1997). School psychology: A blueprint for the future of training and practice II. Bethesda, MD: National Association of School Psychologists.
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