Comparison of ecological validity of learning disabilities diagnostic models

Psychology in the Schools

Volumn 43, Issue 2, 2006, Pages 157-168

  Dean, Vincent J ^a   Burns, Matthew K ^b   Grialou, Tina ^c   Varro, Patrick J ^b  

^a Michigan Department of Education   (United States)

^b UNIVERSITY OF MINNESOTA   (United States)

^c CENTRAL MICHIGAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33644599760     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20143     Document Type: Article

References (72)

1. Aaron, P.G. (1997). The impending demise of the discrepancy formula. Review of Educational Research, 67, 461-502.
2. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing (2nd ed.). Washington, DC: American Educational Research Association.
3. Becker, H.S. (1963). Outsiders: Studies in the sociology of deviance. New York: Free Press.
4. Bell, P.F., Lentz, F.E., & Graden, J.L. (1992). Effects of curriculum-test overlap on standardized test scores: Identifying systematic confounds in educational decision making. School Psychology Review, 21, 644-655.
5. Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513-531.
6. Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22, 723-742.
7. Bukatko, D., & Daehler, M.W. (1998). Child development: A thematic approach. Boston: Houghton Mifflin.
8. Burns, M.K. (2000). Examining special education labels through attribution theory: A potential source of learned help-lessness. Ethical Human Sciences and Services, 2, 101-107.
9. Burns, M.K. (2003). Reexamining data from the National Reading Panel's meta-analysis: Implications for school psychology. Psychology in the Schools, 40, 605-612.
10. Burns, M.K., Dean, V.J., & Klar, S. (2004). Using curriculum-based assessment in the responsiveness to intervention diagnostic model for learning disabilities. Assessment for Effective Intervention, 29, 47-56.
11. Children's Educational Services, Inc. (1987). Test of Reading Fluency. Minneapolis, MN: Author.
12. Churches, M., Skuy, M., & Das, J.P. (2002). Identification and remediation of reading difficulties based on successive processing deficits and delay in general reading. Psychological Reports, 91, 813-824.
13. Coles, G. (2000). Misreading reading: The bad science that hurts children. Portsmouth, NH: Heinemann.
14. Cook, B.G., & Schirmer, B.R. (2003). What is so special about special education? Introduction to the special series. Journal of Special Education, 37, 139.
15. Daley, C.E., & Nagle, R.J. (1996). Relevance of WISC-III indicators for assessment of learning disabilities. Journal of Psychoeducational Assessment, 14, 320-333.
16. Dean, V.J., & Burns, M.K. (2002). A critical review of including intrinsic processing difficulties in learning disabilities diagnostic models. Learning Disabilities Quarterly, 25, 170-176.
17. Flanagan, D.P., Andrews, T.J., & Genshaft, J.L. (1997). The functional utility of intelligence tests with special education populations. In D.P. Flanagan, J.L. Genshaft, & P.L. Harrison (Eds.), Contemporary intellectual assessment: Theories tests and issues (pp. 457-483). New York: Guilford Press.
18. Fletcher, J.M., Francis, D.J., Shaywitz, S.E., Lyon, G.R., Foorman, B.R., Stuebing, K.K., & Shaywitz, B.A. (1998). Intelligence testing and the discrepancy model for children with learning disabilities. Learning Disabilities Research and Practice, 13, 186-203.
19. Fuchs, D., & Fuchs, L.S. (1986). Test procedure bias: A meta-analysis of examiner familiarity effects. Review of Educational Research, 56, 243-262.
20. Fuchs, L.S., & Deno, S.L. (1992). Effects of curriculum within curriculum-based measurement. Exceptional Children, 58, 232-243.
21. Fuchs, L.S., & Deno, S.L. (1994). Must instructionally useful performance assessment be based in the curriculum? Exceptional Children, 61, 15-24.
22. Gersten, R.M., Becker, W.C., Heiry, T.J., & White, W.A. (1985). Entry IQ and yearly academic growth of children in direct instruction programs: A longitudinal study of low SES children. Educational Evaluation & Policy Analysis, 6, 109-121.
23. Gickling, E.E., & Havertape, S. (1981). Curriculum-based assessment (CBA). Minneapolis, MN: School Psychology In-Service Training Network.
24. Good, R., & Salvia, J. (1989). Curriculum bias in published norm-referenced reading tests: Demonstrable effects. School Psychology Review, 17, 51-60.
25. Gresham, F. (2001, August). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. Paper presented at the Learning Disabilities Summit: Building a Foundation for the Future, Washington, DC.
26. Gresham, F.M., Reschly, D.J., Tilly, W.D., Fletcher, J., Burns, M.K., Christ, T., Prasse, D., Vanderwood, M., & Shinn, M. (2004). Comprehensive evaluation of learning disabilities: A response to intervention perspective. The School Psychologist, 59, 26-29.
27. Haight, S.L., Patriarca, L.A., & Burns, M.K. (2002). A statewide analysis of eligibility criteria and procedures for determining learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 11, 39-46.
28. Howie, D. (1999). Models and morals: Meanings underpinning the scientific study of special educational needs. International Journal of Disability, Development and Education, 46, 9-24.
29. Ikeda, M.J., Tilly, D.W., Stumme, J., Volmer, L., & Allison, R. (1996). Agency-wide implementation of problem-solving consultation: Foundations, current implementation, and future directions. School Psychology Quarterly, 11, 228-243.
30. Individuals With Disabilities Education Improvement Act of 2004 (IDEA 2004), Pub. L. No. 108-446, 118 Stat. 2647 (amending 20 U.S.C. §§1400 et seq.).
31. Kameenui, E.J., & Simmons, D.C. (1990). Designing instructional strategies: The prevention of academic learning problems. Englewood Cliffs, NJ: Macmillan.
32. Kaufman, A.S., & Kaufman, N.L. (2003). Kaufman assessment battery for children (2nd ed.). Circle Pines, MN: AGS.
33. Kavale, K.A., & Forness, S.R. (2000). Policy decisions in special education: The role of meta-analysis. In R. Gersten, E.P. Schiller, & S. Vaughn (Eds.), Contemporary special education research: Synthesis of the knowledge base on critical instructional issues (pp. 281-326). Mahwah, NJ: Erlbaum.
34. Kavale, K. A., Holdnack, J., & Mostert, M.P. (2003, December). The feasibility of a responsiveness to intervention approach for the identification of specific learning disability: A psychometric alternative. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to- Intervention Symposium, Kansas City, MO.
35. Kavale, K.A., Kaufman, A.S., Naglieri, J.A., & Hale, J.B. (2005). Changing procedures for identifying learning disabilities: The danger of poorly supported ideas. The School Psychologist, 59, 16-25.
36. Kovaleski, J.F., Tucker, J.A., & Stevens, L.J. (1996). Bridging special and regular education: The Pennsylvania Initiative. Educational Leadership, 53, 44-47.
37. MacQuarrie, L.L., Tucker, J.A., Burns, M.K., & Hartman, B. (2002). Comparison of retention rates using traditional drill sandwich, and incremental rehearsal flash card methods. School Psychology Review, 31, 584-595.
38. Marston, D. (2003, December). Comments on three papers addressing the question: "How many tiers are needed within RTI to achieve acceptable prevention outcomes and to achieve acceptable patterns of LD identification?" Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.
39. Minneapolis Public Schools. (2001). Problem solving model: Introduction for all staff. Minneapolis, MN: Author.
40. Naglieri, J.A., & Das, J.P. (1997). Cognitive assessment system. Itasca, IL: Riverside.
41. Naglieri, J.A., Das, J.P., & Jarman, R.F. (1990). Planning, attention, simultaneous, and successive cognitive processes as a model for assessment. School Psychology Review, 19, 423-442.
42. Naglieri, J.A., & Gottling, S.H. (1997). Mathematics instruction and PASS cognitive processes: An intervention study. Journal of Learning Disabilities, 30, 513-520.
43. Naglieri, J.A., & Johnson, D. (2000). Effectiveness of a cognitive strategy intervention to improve math calculation based on the PASS theory. Journal of Learning Disabilities, 33, 591-597.
44. Neisworth, J.T., & Bagnato, S.J. (1992). The case against intelligence testing in early intervention. Topics in Early Childhood Special Education, 12, 1-20.
45. Perfetti, C.A. (1985). Reading ability. New York: Oxford University Press.
46. Peterson, K.M., & Shinn, M.R. (2002). Severe discrepancy models: Which best explains school identification practices for learning disabilities? School Psychology Review. 31, 459-476.
47. Pianta. R.C. (2000). Sheridan and Gutkin's vision of the future: Information will help get us there. School Psychology Review. 29, 503-504.
48. President's Commission on Excellence in Special Education. (2001). A new era: Revitalizing special education for children and their families. Washington, DC: U.S. Department of Education.
49. Reschly, D.J. (1996). Functional assessment and special education eligibility. In W. Stainback & S. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives (2nd ed., pp. 115-128). Boston: Allyn & Bacon.
50. Reschly, D.J. (1997). Diagnostic and treatment utility of intelligence tests. In D.P. Flanagan, J.L. Genshaft, & P.L. Harrison (Eds.), Contemporary intellectual assessment: Theories tests and issues (pp. 437-456). New York: Guilford Press.
51. Reschly. D.J., & Wilson, M.S. (1990). Cognitive processing versus traditional intelligence: Diagnostic utility, intervention implications, and treatment validity. School Psychology Review, 19, 443-458.
52. Reschly, D.J., & Ysseldyke, J.E. (2002). Paradigm shift: The past is not the future. In A. Thomas & J. Grimes (Eds.). Best practices in school psychology (4th ed., pp. 3-20). Bethesda, MD: National Association of School Psychologists.
53. Reynolds, M.C., Wang, M.C., & Walberg, H.J. (1987). The necessary restructuring of special and regular education. Exceptional Children, 53, 391-398.
54. Rosnow, R.L., & Rosenthal, R. (1999). Beginning behavioral research: A conceptual primer (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
55. Salvia, J., & Ysseldyke, J.E. (2004). Assessment (9th ed.). Boston: Houghton Mifflin.
56. Sattler, J.M. (2001). Assessment of children: Cognitive applications (2nd ed.). LeMesa, CA: Author.
57. Sbordone, R.J. (1988). Assessment and treatment of cognitive- communicative impairments in the closed-head-injury patient: A neurobehavioral-systems approach. Journal of Head Trauma Rehabilitation, 3, 55-62.
58. Schmuckler, M.A. (2001). What is ecological validity? A dimensional analysis. Infancy, 2, 419-436.
59. Scruggs, T.E., & Mastropieri, M.A. (2002). On babies and bathwater: Addressing the problems of identification of learning disabilities. Learning Disability Quarterly, 25, 155-168.
60. Shepard, L.A. (2000). The role of assessment in a learning culture. Educational Researcher. 29, 4-14.
61. Sheridan, S.M., & Gutkin, T.B. (2000). The ecology of school psychology: Examining and changing our paradigm for the 21st century. School Psychology Review, 29, 485-502.
62. Silverstein, J., Springer, J., & Russo, N. (1992). Involving parents in the special education process. In S.L. Christenson & J.C. Conoley (Eds.). Home-school collaboration: Enhancing children's academic and social competence (pp. 383-408). Silver Spring. MD: National Association of School Psychologists.
63. Sleeter, C.E. (1986). Learning disabilities: The social construction of a special education category. Exceptional Children. 53, 46-54.
64. Sontag, J.C. (1996). Toward a comprehensive theoretical framework for disability research: Bronfenbrenner revisited. Journal of Special Education, 30, 319-344.
65. Swanson, H.L. (1989). Phonological processes and other routes. Journal of Learning Disabilities, 22, 493-497.
66. Telzrow, C.F., McNamara, K., & Hollinger, C.L. (2000). Fidelity of problem-solving implementation and relationship to student performance. School Psychology Review. 29, 443-461.
67. Thorndike, R.M. (1997). The early history of intelligence testing. In D.P. Flanagan, J.L. Genshaft, & P.L. Harrison (Eds.), Contemporary intellectual assessment: Theories tests and issues (pp. 3-16). New York: Guilford Press.
68. Vaughn. S., & Fuchs, L.S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18, 137-146.
69. Wang, M.C. (1991). Effective school responses to student diversity: Challenges and prospects. State Board Connection: Issues in Brief. 11, 8-12.
70. Woodcock, R., & Johnson, M. (1989/1990). Woodcock-Johnson Psychoeducational Battery-Revised. Allen. TX: DLM Teaching Resources.
71. Ysseldyke, J.E. (1973). Diagnostic-prescriptive teaching: The search for aptitude-treatment interactions. In L. Mann & D.A. Sabatino (Eds.). The first review of special education (pp. 5-32). Philadelphia: JSE Press.
72. Ysseldyke, J.E., Algozzine, B., Richey, L., & Graden, J. (1982). Declaring students eligible for learning disability services: Why bother with the data? Learning Disabilities Quarterly, 5, 37-44.