Responsiveness to intervention: an alternative approach to the identification of learning disabilities.

By F. Gresham. 2002

314 citations recorded by the source corpus.

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Citations in the corpus

Increasing Treatment Integrity Through Negative Reinforcement: Effects on Teacher and Student Behavior (2005, methodology): “…some form of prereferral intervention services in their schools (Erchul & Martens, 2002; Zins, Kratochwill, & Elliott, 1993), and children’s responsiveness to these interventions has been proposed as an alternative approach to special education classification (Gresham, 2002; Vaughn & Fuchs, 2003).”
Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches (2009, background): “…the justification and support for adopting an RtI approach, especially for LD screening and identification, and intervention outcomes (Burns, Appleton, & Stehouwer, 2005; Christ, Burns, & Ysseldyke, 2005; Gresham, 2005, 2002; Gresham et al., 2005; Ikeda & Gustafson, 2002; Kavale & Spaulding, 2008).”
Twice-Exceptionality: Implications for School Psychologists in the Post–IDEA 2004 Era (2011, background): “The system of identification for SLD, which had traditionally relied on a discrepancy between a student’s level of ability and achievement, has been broadened to include response-to-intervention (Gresham, 2002).”
Classification of Students with Reading Comprehension Difficulties: The Roles of Motivation, affect, and Psychopathology (2006, background): “…researchers have attempted to address the problematic issues of heterogeneity, comorbidity, social, emotional, or cultural disadvantages, and inadequate instruction by focusing on how individuals react to learning (i.e., responsiveness to treatment) (e.g., Gresham, 2002; Vaughn & Fuchs, 2003).”
Service Delivery for Response to Intervention: Core Components and Directions for Future Research (2007, background): “…2007 by the National Association of School Psychologists, ISSN 0279-6015 and pitfalls” of RTI-based eligibility decisions (e.g., Gresham, 2002; Hale, Naglieri, Kaufman, & Kavale, 2004; Speece, Case, & Molloy, 2003), the identification of at-risk students or those with…”
Proactive, Early Screening to Detect Behaviorally At-Risk Students: Issues, Approaches, Emerging Innovations, and Professional Practices. (2007, background): “Traditionally, assessment procedures in school psychology and education have failed to demonstrate treatment validity because they do not inform instructional or behavioral intervention practices (Cronbach, 1975; Gresham, 2002, 2006; Reschly & Ysseldyke, 2002).”
State SLD Identification Policies and Practices (2004, background): “RTI, when combined with problem solving, has the potential to improve the prevention of reading problems and at least some portion of the current SLD prevalence, while also encouraging the adoption of evidence-based practices in general and special education (Bradley et al., 2002; Gresham, 2002; Gri”
Response to Intervention (2004, methodology): “First, the report recommended the abandonment of the traditional classification process in favor of a decision-making process based on response to instruction for SLD (see also Fuchs & Fuchs, 1998, and Gresham, 2001).”
Current Status and Future Directions of School-Based Behavioral Interventions (2004, background): “The fundamental point here is that not all students will require the most intense form of behavioral or academic interventions and the strength, intensity, and duration of treatment should be increased in direct proportion to the student’s unresponsiveness to that treatment (Gresham, 1991, 2002).”
From IDEA to Implementation: A Discussion of Foundational and Future Responsiveness–to–Intervention Research (2007, methodology): “(e.g., Gresham, 2001; Vaughn & Fuchs, 2003).”
Comparison of dual discrepancy criteria to assess response to intervention (2005, background): “Some consensus from research seems to exist regarding RTI including use of a multitiered approach to intervention (Marston, 2003) and the importance of assessment data to identify students in need of more intense intervention (Fuchs, 2003; Gresham, 2002).”
Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems (2003, methodology): “Department of Education’s Office of Special Education, commissioned a paper (Gresham, 2002) formulating response-to- as an alternative to current identification methods; the President’s Commission on Excellence in Special Education highlighted response-to- as an approach for lending credibility and ”
Responsiveness to Intervention and the Identification of Specific Learning Disability: A Critique and Alternative Proposal (2005, background): “Gresham (2002) argued that “children who fail to respond to empirically validated treatments implemented with integrity might be identified as LD” (p. 499).”
The Technical Adequacy of Curriculum-Based and Rating-Based Measures of Written Expression for Elementary School Students (2006, background): “dren might be in need of additional services on a temporary or permanent basis increases the importance of using assessment instruments from which instructional recommendations may be garnered (Gresham, 2002; Gresham & Gansle, 1992).”
A Follow-Up Meta-analysis for Word-Problem-Solving Interventions for Students with Mathematics Difficulties (2012, methodology): “To address limitations of the discrepancy model (Shaywitz et al., 2008), IDEA was revised in December 2004; the RtI model was recommended to identify children with LD (D. Fuchs & Fuchs, 2006; Gresham, 2002).”
Assessing Intervention Responsiveness: Conceptual and Technical Issues (2003, background): “It is interesting to consider whether response to such an extreme form of remediation might represent a viable basis for supposing that an individual is disability-free and that a general education will be effective (as has been discussed in high-proﬁle papers such as Gresham, 2002).”