And never the twain shall meet: Can response to intervention and cognitive assessment be reconciled?

Psychology in the Schools

Volumn 43, Issue 8, 2006, Pages 901-908

  Willis, John O ^a,c,d   Dumont, R O N ^b  

^a RIVIER COLLEGE   (United States)

^b FAIRLEIGH DICKINSON UNIVERSITY   (United States)

^c Regional Services and Education Center   (United States)

^d SAIF   (India)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33750498834     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20197     Document Type: Article

References (17)

1. Carroll, L. (1962). Alice's adventures in Wonderland. London: MacMillan & Co. (First published 1865)
2. Christ, T.J., & Poncy, B.C. (2006). Guest editors' introduction to a special issue on response to intervention. Journal of Psychoeducational Assessment, 23, 299-303.
3. Cohen, J.M., & Cohen, M.J. (Eds.). (1980). The Penguin dictionary of modern quotations. London: Penguin Books.
4. Deno, S.L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.
5. Dumont, R., & Willis, J.O. (1999). The Mark Penalty. Retrieved February 27, 2006, from http://alpha.fdu.edu/psychology/ mnemonics_for_five_issues.htm
6. Dumont, R., Willis, J.O., & Me Bride, G. (2001). Yes, Virginia, there is a severe discrepancy clause, but is it too much ado about something? The School Psychologist, 55(1), 4-13, 15.
7. Education of the Handicapped Act of 1975. Pub. L. No. 94-142, 89 Stat. 733, 1975.
8. Fuchs, L.S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research & Practice, 13, 204-219.
9. Hale, J.B., Naglieri, J.A., Kaufman, A.S., & Kavale, K.A. (2004). Specific learning disability classification in the new Individuals with Disabilities Education Act: The danger of good ideas. The School Psychologist, 58, 6-13.
10. Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446, 118 Stat. 2647 (2004). [Amending 20 U.S.C. §§1400 et seq.].
11. Individuals with Disabilities Education Improvement Act of 2004 Proposed Rules (Federal Register/Vol. 70, No. 118/Tuesday, June 21, 2005/. Proposed Rules to be codified at 34 CFR pts. 300, 301, and 304).
12. Kaufman, A.S., Kaufman, N.L., & Goldsmith, B.Z. (1984). Kaufman sequential or simultaneous, Part 2. Circle Pines, MN: American Guidance Service.
13. Pasternack, R.H. (2002, March). The demise of IQ testing for children with learning disabilities. Keynote Address presented at the annual convention of the National Association of School Psychologists, Chicago. Retrieved February 27, 2006, from http://www.hdc.lsuhsc.edu/Powerpoint/pasternack_nasp2002_files/ frame.htm
14. Poncy, B.C., Skinner, C.H., & Axtel, P.K. (2006). An investigation of the reliability and standard error of measurement of words read correctly per minute using curriculum-based measurement. Journal of Psychoeducational Assessment, 23, 326-338.
15. Schrag, J. (1990). Letter to Kennedy, June 29, 1990. IDELR 16 EHLR 1082 (OSEP, 1990). Horsham, PA: LRP Publications.
16. Shinn, M.R. (2002). Best practices in curriculum-based measurement. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 671-698). Bethesda, MD: National Association of School Psychologists.
17. Silberglitt, B., & Hintze, J. (2006). Formative assessment using CBM-R cut scores to track progress toward success on state-mandated achievement tests: A comparison of methods. Journal of Psychoeducational Assessment, 23, 304-325.