After the Demise of the Discrepancy: Proposed Learning Disabilities Diagnostic Criteria

By Stefan C. Dombrowski, R. Kamphaus, C. Reynolds. 2004

129 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/5b5110858bbed647700b830dcdc5660a23acaa44

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In Cognitive Neuroscience

1. A. Kaufman
2. M. Mostert
3. S. Shaywitz
4. J. Naglieri
5. K. McGrew
6. E. Thordardottir
7. Kristin Turney
8. J. Paradis

In Developmental and Educational Psychology

1. K. McGrew
2. T. Keith
3. R. Dumont
4. John O. Willis
5. C. Elliott
6. A. Kaufman
7. J. B. Hale
8. Catherine A. Fiorello

Citations in the corpus

• Response-to-Intervention: Separating the Rhetoric of Self-Congratulation from the Reality of Specific Learning Disability Identification (2008, background): “The inadequacy of an approach focusing exclusively on a low achievement criterion is seen in the diag nostic criteria for SLD proposed by Dombrowski, Kamphaus, and Reynolds (2004) in After the demise of discrepancy: Proposed learning disabilities diagnostic criteria.”
• Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010, methodology): “, 2007; Reschly, 2005), and/or concern over the lack of consistent RTI practices across schools, districts, and states (Berkeley, Bender, Peaster, & Saunders, 2009; Zirkel & Krohn, 2009), which is also one of the major criticisms of the abilityachievement discrepancy method as noted earlier (Aaron, ”
• Integration of response to intervention and norm‐referenced tests in learning disability identification: Learning from the Tower of Babel (2006, background): “, Kavale & Forness, 2000), specified diagnostic criteria for LD (Dombrowski et al., 2004; Mather & Gregg, 2006), or provided a framework that includes both an operational definition and specific diagnostic criteria (Flanagan et al.”
• Comparisons of Self–Efficacy, Mood, Effort, and Hope between Students with Learning Disabilities and Their Non–LD–Matched Peers (2006, background): “Academic learning and performance difficulties clearly present persistent, often painful, experiences for many students with LD (Dombrowski, Kamphaus, & Reynolds, 2004).”