On Babies and Bathwater: Addressing the Problems of Identification of Learning Disabilities

By T. Scruggs, Margo Mastropieri. 2002

204 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/0c4975b3ba93c78c08365d47e58a4ba1307dfd94

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Safety Research

Citations in the corpus

Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010, methodology): “…Hale et al., 2004, 2006, 2008; Kavale & Flanagan, 2007; Kavale et al., 2005; Mastropieri & Scruggs, 2005; Mather & Gregg, 2006; Mazzocco, 2003; Murphy et al., 2007; Miller & Hale, 2008; Ofiesh, 2006; Reynolds & Shaywitz, 2009; Scruggs & Mastropieri, 2002; Torppa et al., 2007; Warner et al., 2002).”
Response to Intervention, Collaboration, and Co-Teaching: A Logical Combination for Successful Systemic Change (2009, unknown): “There is also some concern within the field of learning disabilities that we are “throwing out the baby with the bathwater” (Scruggs & Mastropieri, 2002, p. 155) by replacing a flawed-in-implementation-buttheoretically-sound system with another theoretically sound system that is untested on a…”
Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies (2015, background): “LD illustrates the complex social construction of disability as the diagnostic borders of LD have been in dispute since its inception (e.g. Ysseldyke et al., 1982; Scruggs & Mastropieri, 2002; Gallagher, 2010).”
Response-to-Intervention: Separating the Rhetoric of Self-Congratulation from the Reality of Specific Learning Disability Identification (2008, background): “Scruggs and Mastropieri (2002) provided validity cri teria for identification procedures that are not met when RTI is used as the exclusive identification proce dure.”
Classification of Students with Reading Comprehension Difficulties: The Roles of Motivation, affect, and Psychopathology (2006, unknown): “Others expressed concerns regarding overidentification, pointing out problems with the specificity of the criteria used by each state (Scruggs & Mastropieri, 2002), or provided accounts of overidentification (MacMillan & Siperstein, 2001).”
Responsiveness–to–Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct (2003, background): “Not surprisingly, the application of these varying deﬁnitional features and criteria led to large inconsistencies in LD prevalence between states (e.g., Scruggs & Mastropieri, 2002).”
State Laws for RTI: An Updated Snapshot (2010, background): “…fluid continuum ranging from those who support replacing the severe discrepancy approach with RTI (e.g., Bradley, Danielson, & Hallahan, 2002; Fletcher, Coulter, Reschly, & Vaughan, 2004) to those who advocate reconceptualizing severe discrepancy (e.g., Kavale, 2005; Scruggs & Mastropieri, 2002).”
Introduction to Response to Intervention: What, Why, and How Valid Is It?. (2006, background): “Not surprisingly, these varying definitional features and criteria have led to large inconsistencies in LD prevalence between states and sometimes between districts within states (e.g., Reschly & Hosp, 2004; Scruggs & Mastropieri, 2002).”
From IDEA to Implementation: A Discussion of Foundational and Future Responsiveness–to–Intervention Research (2007, background): “…Hollenbeck, Department of Rehabilitation Psychology, University of Wisconsin-Madison Wisconsin-Madison, While many agree that change is needed in the process of identifying individuals with LD, there has been little consensus on what should replace the current model (Scruggs & Mastropieri, 2002).”