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The Insufficiency of Response to Intervention in Identifying Gifted Students with Learning Disabilities
Author(s) -
McKenzie Robert G.
Publication year - 2010
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2010.00312.x
Subject(s) - response to intervention , learning disability , psychology , intervention (counseling) , identification (biology) , false positive paradox , special education , developmental psychology , mathematics education , cognitive psychology , clinical psychology , psychiatry , artificial intelligence , botany , computer science , biology
Many states are implementing response‐to‐intervention (RTI)–based assessment as the sole means of identifying students with specific learning disabilities (SLDs). Although RTI is often hailed as an improved model of identification, concern for the possibility of this model elevating false positives has been examined. The risk of RTI producing a second form of diagnostic error, however, has received relatively little attention, namely, false negatives. The widespread implementation of RTI necessitates an analysis of its ability to identify students who are most vulnerable to be inaccurately judged as responsive to instruction, namely, students with coexisting intellectual talent and SLDs.