Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus

By J. B. Hale, V. Alfonso, Virginia W. Berninger, B. Bracken, C. Christo, E. Clark, Morris J. Cohen, A. Davis, Scott L. Decker, M. Denckla and 48 more. 2010

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Twice-Exceptionality: Implications for School Psychologists in the Post–IDEA 2004 Era (2011, background): “…authorizations; however, a seemingly subtle change in the SLD identification requirements has resulted in significant controversy among professionals concerning best practice for children with learning disabilities as well as for gifted children who have learning difficulties (Hale et al., 2010).”
Embedding Interventions to Promote Self-Determination within Multitiered Systems of Supports (2016, background): “While some RtI models focus on addressing instructional needs primarily as an alternative to the IQ-discrepancy model of identifying students with learning disabilities (Hale et al., 2010), increasingly, a problem-solving approach to RtI (Sailor, 2009) is being adopted.”
Learning Disabilities: Debates on definitions, causes, subtypes, and responses (2011, background): “Moreover, in a recently published White Paper, a group of experts in the field of LDs have recommended the inclusion of cognitive and/or intellectual measures of processing strengths and weaknesses for the identification of LDs instead of confining the diagnosing process to response to intervention ”