Integration of response to intervention and norm‐referenced tests in learning disability identification: Learning from the Tower of Babel

By Dawn P. Flanagan, Samuel O. Ortiz, V. Alfonso, A. Dynda. 2006

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Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010, background): “However, nonresponsive children subsequently identified with a pattern of cognitive strengths and weaknesses that underlie SLD need something different, particularly individualized instruction to meet their academic needs (Berninger & Holdnack, 2008; Decker, 2008; Feifer, 2008; Fiorello et al., 2009”
State Laws for RTI: An Updated Snapshot (2010, background): “…implicit allowance in all of the remaining states that do not prohibit severe discrepancy is particularly noteworthy because one segment of the professional literature advocates such an alliance between these competing paradigms (e.g., Flanagan et al., 2006; Hale, Kaufman, Naglieri & Kavale, 2006).”