Using Response to Intervention to Enhance Outcomes for Children

Baker, S. K., Collins, V. L., & Gallagher, S. (1998). Curriculum-based measurement and its use in a problem-solving model with students from minority backgrounds. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement. The Guilford school practitioner series (pp. 143–174). New York: Guilford. Brigance, A. (1999). Comprehensive Inventory of Basic Skills (Rev. ed). North Billerica, MA: Curriculum Associates. Case, L. P., Speece, D. L., & Molloy, D. E. (2003). The validity of a response-to-instruction paradigm to identify reading disabilities: A longitudinal analysis of individual differences and contextual factors. School Psychology Review, 32, 557–582. CASP Board of Directors. (2003). Critical constructs and principals regarding the reauthorization of IDEA: Position paper of the California Association of School Psychologists. Available on-line at http://www.casponline.org/ Daly, E. J., Chafouleas, S. M., Persampieri, M., Bonfiglio, C. M., & Lafleur, K. (2004). Teaching phoneme segmenting and blending as critical early literacy skills: An experimental analysis of minimal textual repertoires. Journal of Behavioral Education, 13, 165–178. Deno, S. L., & Mirkin, P. K. (1977). Data-based program modification: A manual. Reston, VA: Council for Exceptional Children. Donovan, M. S., & Cross, C. T. (2002). Minority students in special and gifted education. Washington, D.C.: National Academy Press. Fletcher, J. M., & Reschly, D. J. (2005). Changing procedures for identifying children with learning disabilities: The danger of perpetuating old ideas. The School Psychologist, 59(1), 10–15. Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research and Practice, 18, 157–171. Fuchs, L. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research and Practice, 18, 172–186. Fuchs, L. S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research and Practice, 13, 204–219. Fuchs, D., Fuchs, L. S., Mathes, P. G., Lipsey, M. W., & Roberts, P. H. (2001). Is “learning disabilities” just a fancy term for low achievement? A meta-analysis of reading difficulties between low achievers with and without the label. Paper written for the Office of Special Education Programs, U. S. Department of Education, and presented at the OSEP’s LD Summit conference. Washington, D.C. Retrieved December 9, 2004, from http://www.air-dc.org/ldsummit/download/Fuchs%20Final%2008-10-01.pdf Good, R. H., & Kaminski, R. A. (1996). Assessment for instructional decisions: Toward a proactive/prevention model of decision-making for early literacy skills. School Psychology Quarterly, 11(4), 326–336. Good, R. H., Simmons, D. C., & Kame’enui, E. J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third grade high-stakes outcomes. Scientific Studies of Reading, 5, 257–288. Gresham, F. M., Reschly, D. J., Tilly, W. D., Fletcher, J., Burns, M., Christ, T., Prasse, D., Vanderwood, M., & Shinn, M. (2005). Comprehensive evaluation of learning disabilities: A response to intervention perspective. The School Psychologist, 59(1), 26–29. Gresham, F., VanDerHeyden, A. M., & Witt, J. C. (2005). IQ-achievement discrepancy in the identification of reading disabilities: Conceptual, measurement, and policy issues. Manuscript submitted for publication. Gresham, F. M., & Witt, J. C. (1997). Utility of intelligence tests for treatment planning, classification, and placement decisions: Recent empirical findings and future directions. School Psychology Quarterly, 12, 249–267. Hayes, S. C., Nelson, R. O., & Jarrett, R. B. (1987). The treatment utility of assessment: A functional approach to evaluating assessment quality. American Psychologist, 42, 963–974. Holtzman, W. H., & Messick, S. (1982). Placing children in special education: A strategy for equity. Washington, D.C.: National Academy Press. Hoover, H. D., Hieronymus, A. N., Frisbie, D. A., & Dunbar, S. B. (1993). Iowa test of basic skills: Form M. Riverside Publishing. 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. Kavale, K. A., & Forness, S. R. (1999). Effectiveness of special education. In C. R. Reynolds & T. B. Gutkin (Eds.), The handbook of school psychology (3rd ed., pp. 984–1024). New York: Wiley. Kavale, K. A., Kaufman, A. S., Naglieri, J. A., & Hale, J. B. (2005). Changing procedures for identifying children with learning disabilities: The danger of poorly supported ideas. The School Psychologist, 59(1), 16–25. Lennon, J. E., & Slesinski, C. (1999). Early intervention in reading: Results of a screening and intervention program for kindergarten students. School Psychology Review, 28, 353–364. Macmann, G. M., & Barnett, D. W. (1999). Diagnostic decision making in school psychology: Understanding and coping with uncertainty. In C. R. Reynolds & T. B. Gutkin (Eds.), The handbook of school psychology (3rd ed., pp. 519–548). New York: Wiley. Macmann, G. M., Barnett, D. W., Lombard, T. J., Belton-Kocher, E., & Sharpe, M. N. (1989). On the actuarial classification of children: Fundamental studies of classification agreement. The Journal of Special Education, 23, 127–149. MacMillan, D. L. (1998). Unpackaging special education categorical variables in the study and teaching of children with conduct problems. Education and Treatment of Children, 21(3), 234–245. MacMillan, D. L., Gresham, F. M., & Bocian, K. M. (1998). Discrepancy between definitions of learning disabilities and school practices: An empirical investigation. Journal of Learning Disabilities, 31(4), 314–326. MacMillan, D. L., & Speece, D. L. (1999). Utility of current diagnostic categories for research and practice. In R. Gallimore & L. P. Bernheimer (Eds.), Developmental perspectives on children with high-incidence disabilities: The LEA series on special education and disability (pp. 111–133). Mahwah, NJ: Lawrence Erlbaum. Marston, D., Mirkin, P., & Deno, S. (1984). Curriculum-based measurement: An alternative to traditional screening, referral, and identification. The Journal of Special Education, 18(2), 109–117. Marston, D., Muyskens, P., Lau, M., & Canter, A. (2003). Problem-solving model for decision-making with high-incidence disabilities: The Minneapolis experience. Learning Disabilities Research and Practice, 18, 187–200. Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741–749. Reschly, D. J., & Grimes, J. P. (1991). State department and university cooperation: Evaluation of continuing education in consultation and curriculum-based measurement. School Psychology Quarterly, 20, 519–526. Shinn, M. R., Tindal, G. A., & Spira, D. A. (1987). Special education referrals as an index of teacher tolerance: Are teachers imperfect tests? Exceptional Children, 54, 32–40. Shrank, F. A., Teglasi, H., Wolf, I. L., Miller, J. A., Caterino, L. C., & Reynolds, C. R. (2005). The American Academy of School Psychology reply to the response-to-intervention perspective. The School Psychologist, 59(1), 30–33. Speece, D. L., Case, L. P., & Molloy, D. E. (2003). Responsiveness to general education instruction as the first gate to learning disabilities identification. Learning Disabilities Research and Practice, 18, 147–156. Torgesen, J., Alexander, A., Wagner, R., Rashotte, C., Voeller, K., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33–58. VanDerHeyden, A. M., & Burns, M. K. (in press). Using curriculum-based assessment and curriculum-based measurement to guide elementary mathematics instruction: Effect on individual and group accountability scores. Assessment for Effective Intervention. VanDerHeyden, A. M., & Witt, J. C. (2005). Quantifying the context of assessment: Capturing the effect of base rates on teacher referral and a problem-solving model of identification. School Psychology Review, 34, 161–183. VanDerHeyden, A. M., Witt, J. C., & Naquin, G. (2003). Development and validation of a process for screening referrals to special education. School Psychology Review, 32, 204–227. Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69, 391–409. Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult to 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. Vellutino, F. R., Scanlon, D. M., & Tanzman, M. S. (1998). The case for early intervention in diagnosing specific reading disability. Journal of School Psychology, 36, 367–397. Witt, J. C., Daly, E., & Noell, G. (2000). Functional assessments. Sopris West: Longmont, CO. Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson psychoeducational battery-revised. Allen, TX: DLM Resources.