메뉴 건너뛰기




Volumn 21, Issue 1, 2010, Pages 40-46

Response to intervention and the courts: Litigation-based guidance

Author keywords

Child Find; Individuals with Disabilities Improvement Act; Multi tiered Intervention System; Response to Intervention

Indexed keywords


EID: 77952008100     PISSN: 10442073     EISSN: 15384802     Source Type: Journal    
DOI: 10.1177/1044207310365060     Document Type: Article
Times cited : (10)

References (33)
  • 1
    • 33749237732 scopus 로고    scopus 로고
    • Who are the young children for whom best practices in reading are ineffective?
    • Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? Journal of Learning Disabilities, 39, 414-431.
    • (2006) Journal of Learning Disabilities , vol.39 , pp. 414-431
    • Al Otaiba, S.1    Fuchs, D.2
  • 2
    • 77951990775 scopus 로고    scopus 로고
    • A.P. by Powers v. Woodstock Bd. of Education, U.S. District Court, Connecticut, 572 F. Supp. 2d 221. (2008)
    • A.P. by Powers v. Woodstock Bd. of Education, U.S. District Court, Connecticut, 572 F. Supp. 2d 221. (2008).
  • 3
    • 77952000734 scopus 로고    scopus 로고
    • A.W. v. Jersey City Public Schools, 486 F. 3rd 791 (3rd Cir. 2007)
    • A.W. v. Jersey City Public Schools, 486 F. 3rd 791 (3rd Cir. 2007).
  • 4
    • 77951990004 scopus 로고    scopus 로고
    • Ashli and Gordon C. ex rel. Sidney C. v. State of Hawaii, Department of Education, U.S. District Court, Hawaii, 47 IDELR 65. (2007)
    • Ashli and Gordon C. ex rel. Sidney C. v. State of Hawaii, Department of Education, U.S. District Court, Hawaii, 47 IDELR 65. (2007).
  • 5
    • 77952000442 scopus 로고    scopus 로고
    • Baltimore City Public School System, Maryland State Education Agency, 108 Law Review Press 2530. (2007)
    • Baltimore City Public School System, Maryland State Education Agency, 108 Law Review Press 2530. (2007).
  • 7
    • 77952006246 scopus 로고    scopus 로고
    • Board of Education of Hendrick Hudson School District v. Rowley, 458 U.S. 176 (1982)
    • Board of Education of Hendrick Hudson School District v. Rowley, 458 U.S. 176 (1982).
  • 8
    • 28044464682 scopus 로고    scopus 로고
    • Comparison of dual discrepancy criteria to assess response to intervention
    • Burns, M.K., & Senesac, B.V. (2005). Comparison of dual discrepancy criteria to assess response to intervention. Journal of School Psychology, 43, 393-406.
    • (2005) Journal of School Psychology , vol.43 , pp. 393-406
    • Burns, M.K.1    Senesac, B.V.2
  • 9
    • 0742288992 scopus 로고    scopus 로고
    • The validity of a response-to-intervention paradigm to identify reading disabilities: A longitudinal analysis of individual differences and contextual factors
    • Case, L.P., Speece, D.L., & Molloy, D.E. (2003). The validity of a response-to-intervention paradigm to identify reading disabilities: A longitudinal analysis of individual differences and contextual factors. School Psychology Review, 32, 557-582.
    • (2003) School Psychology Review , vol.32 , pp. 557-582
    • Case, L.P.1    Speece, D.L.2    Molloy, D.E.3
  • 10
    • 77952005551 scopus 로고    scopus 로고
    • El Paso Independent School District v. RICHARD R, 567 F. Supp. 2d 918 U.S. District Court, Western District of Texas. (2008)
    • El Paso Independent School District v. RICHARD R, 567 F. Supp. 2d 918 U.S. District Court, Western District of Texas. (2008).
  • 11
    • 77952005955 scopus 로고    scopus 로고
    • Validity of alternative approaches to the identification of L.D.: Operationalizing unexpected underachievement
    • (December). Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO
    • Fletcher, J.M., & Denton, C. (2003, December). Validity of alternative approaches to the identification of L.D.: Operationalizing unexpected underachievement. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.
    • (2003)
    • Fletcher, J.M.1    Denton, C.2
  • 12
    • 3242661303 scopus 로고    scopus 로고
    • Assessing intervention responsiveness: Conceptual and technical issues
    • Fuchs, L.S., (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18, 172-186.
    • (2003) Learning Disabilities Research & Practice , vol.18 , pp. 172-186
    • Fuchs, L.S.1
  • 13
    • 41149166982 scopus 로고    scopus 로고
    • What we need to know about responsiveness to intervention (and shouldn't be afraid to ask)
    • Fuchs, D., & Deshler, D.D. (2007). What we need to know about responsiveness to intervention (and shouldn't be afraid to ask). Learning Disabilities Research and Practice, 22, 129-136.
    • (2007) Learning Disabilities Research and Practice , vol.22 , pp. 129-136
    • Fuchs, D.1    Deshler, D.D.2
  • 14
    • 10244221211 scopus 로고    scopus 로고
    • Identifying reading disabilities by responsiveness-to-instruction: Specifying measures and criteria
    • Fuchs, D., Fuchs, L.S., & Compton, D.L. (2004). Identifying reading disabilities by responsiveness-to-instruction: Specifying measures and criteria. Learning Disability Quarterly, 27(4), 216-227.
    • (2004) Learning Disability Quarterly , vol.27 , Issue.4 , pp. 216-227
    • Fuchs, D.1    Fuchs, L.S.2    Compton, D.L.3
  • 15
    • 0000110352 scopus 로고    scopus 로고
    • Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities
    • 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.
    • (1998) Learning Disabilities Research & Practice , vol.13 , pp. 204-219
    • Fuchs, L.S.1    Fuchs, D.2
  • 17
    • 2442627623 scopus 로고    scopus 로고
    • Reviewing outcomes: Using DIBELS to evaluate a school's core curriculum and system of additional intervention in kindergarten
    • In S. R. Vaughn & K. L. Briggs (Eds.), Baltimore: Paul H. Brookes
    • Good, R.H., Kaminski, R.A., Smith, S., Simmons, D., Kame'enui, E., & Wallin, J. (2003). Reviewing outcomes: Using DIBELS to evaluate a school's core curriculum and system of additional intervention in kindergarten (pp 221-266). In S. R. Vaughn & K. L. Briggs (Eds.), Reading in the classroom: Systems for observing teaching and learning. Baltimore: Paul H. Brookes.
    • (2003) Reading in the Classroom: Systems for Observing Teaching and Learning , pp. 221-266
    • Good, R.H.1    Kaminski, R.A.2    Smith, S.3    Simmons, D.4    Kame'enui, E.5    Wallin, J.6
  • 18
    • 77951998290 scopus 로고    scopus 로고
    • Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1400 et seq. (2004)
    • Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1400 et seq. (2004).
  • 19
    • 77951979953 scopus 로고    scopus 로고
    • J.S.et al.v. Attica Central Schools, U.S. District Court, Western District of New York, 47 IDELR 43. (2007)
    • J.S.et al.v. Attica Central Schools, U.S. District Court, Western District of New York, 47 IDELR 43. (2007).
  • 21
    • 33749260751 scopus 로고    scopus 로고
    • The response to intervention of English language learners at-risk for reading problems
    • Linan-Thompson, L., Vaughn, S., Prater, K., & Cirino, P.T. (2006). The response to intervention of English language learners at-risk for reading problems. Journal of Learning Disabilities, 39, 390-398.
    • (2006) Journal of Learning Disabilities , vol.39 , pp. 390-398
    • Linan-Thompson, L.1    Vaughn, S.2    Prater, K.3    Cirino, P.T.4
  • 22
    • 77951998000 scopus 로고    scopus 로고
    • Marshall Joint School District No. 2 v. C.D. by Brian and Traci D., U.S. District Court for the Western District of Wisconsin, 51 IDELR 242. (2009)
    • Marshall Joint School District No. 2 v. C.D. by Brian and Traci D., U.S. District Court for the Western District of Wisconsin, 51 IDELR 242. (2009).
  • 23
    • 0001836586 scopus 로고
    • A curriculum-based measurement approach to assessing academic performance: What it is and why do it
    • In M. R. Shinn (Ed.), New York: Guilford
    • Marston, D.B. (1989). A curriculum-based measurement approach to assessing academic performance: What it is and why do it. In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 17-78). New York: Guilford.
    • (1989) Curriculum-Based Measurement: Assessing Special Children , pp. 17-78
    • Marston, D.B.1
  • 24
    • 21244477113 scopus 로고    scopus 로고
    • Responding to nonresponders: An experimental field trial of identification and intervention methods
    • McMaster, K.L., Fuchs, D., Fuchs, L.S., & Compton, D.L. (2005). Responding to nonresponders: An experimental field trial of identification and intervention methods. Exceptional Children, 71, 445-463.
    • (2005) Exceptional Children , vol.71 , pp. 445-463
    • McMaster, K.L.1    Fuchs, D.2    Fuchs, L.S.3    Compton, D.L.4
  • 25
    • 28044434870 scopus 로고    scopus 로고
    • Responsiveness to intervention and learning disabilities
    • National Joint Committee on Learning Disabilities
    • National Joint Committee on Learning Disabilities. (2005). Responsiveness to intervention and learning disabilities. Learning Disabilities Quarterly, 28, 249-260.
    • (2005) Learning Disabilities Quarterly , vol.28 , pp. 249-260
  • 26
    • 77951999542 scopus 로고    scopus 로고
    • No Child Left Behind Act, 20 U.S.C. 70 § 6301 et seq. (2002)
    • No Child Left Behind Act, 20 U.S.C. 70 § 6301 et seq. (2002).
  • 27
    • 77952005186 scopus 로고    scopus 로고
    • Progress monitoring as part of the RTI system and the preparation of teachers to be successful users of progress monitoring
    • (July 16). Paper presented at the 2007 OSEP Project Director's Meeting, Washington, DC
    • Shapiro, E.S. (2007, July 16). Progress monitoring as part of the RTI system and the preparation of teachers to be successful users of progress monitoring. Paper presented at the 2007 OSEP Project Director's Meeting, Washington, DC.
    • (2007)
    • Shapiro, E.S.1
  • 28
    • 85047683405 scopus 로고    scopus 로고
    • Classification in context: An alternative approach to identifying early reading disability
    • Speece, D.L., & Case, L.E. (2001). Classification in context: An alternative approach to identifying early reading disability. Journal of Educational Psychology, 93, 735-749.
    • (2001) Journal of Educational Psychology , vol.93 , pp. 735-749
    • Speece, D.L.1    Case, L.E.2
  • 29
    • 0036170791 scopus 로고    scopus 로고
    • The prevention of reading difficulties
    • Torgesen, J.K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7-26.
    • (2002) Journal of School Psychology , vol.40 , pp. 7-26
    • Torgesen, J.K.1
  • 31
    • 77951983235 scopus 로고    scopus 로고
    • How many tiers are needed for response to intervention to achieve acceptable prevention outcomes?
    • (December). Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO
    • Vaughn, S. (2003, December). How many tiers are needed for response to intervention to achieve acceptable prevention outcomes? Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.
    • (2003)
    • Vaughn, S.1
  • 32
    • 0030373845 scopus 로고    scopus 로고
    • Cognitive profiles of difficult-co-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability
    • Vellutino, F.R., Scanlon, D.M., Sipay, E.R., Small, S., Chen, R., Pratt, A., & Denckla, M.B. (1996). Cognitive profiles of difficult-co-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638.
    • (1996) Journal of Educational Psychology , vol.88 , pp. 601-638
    • Vellutino, F.R.1    Scanlon, D.M.2    Sipay, E.R.3    Small, S.4    Chen, R.5    Pratt, A.6    Denckla, M.B.7
  • 33
    • 43049121354 scopus 로고    scopus 로고
    • Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties
    • Vellutino, F.R., Scanlon, D.M., Zhang, H., & Schatschneider, C. (2008). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties. Reading and Writing: An Interdisciplinary Journal, 21(4), 437-480.
    • (2008) Reading and Writing: An Interdisciplinary Journal , vol.21 , Issue.4 , pp. 437-480
    • Vellutino, F.R.1    Scanlon, D.M.2    Zhang, H.3    Schatschneider, C.4


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.