Treatment Validity as a Unifying Construct for Identifying Learning Disabilities

By Lynn S. Fuchs, Douglas Fuchs, D. Speece. 2002

189 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/ed6045ca2ce1c61a66ec7507cd0dc627c1cb0465

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In Developmental and Educational Psychology

In Safety Research

Citations in the corpus

On Babies and Bathwater: Addressing the Problems of Identification of Learning Disabilities (2002, unknown): “…Fuchs & Fuchs, 1998; Vellutino et al., 1996) Referring to unsatisfactory level of performance in addition to inadequate rate of growth as a "dual discrepancy" (p. 34), Fuchs et al. (2002) described in detail the "treatment validity model" and how it could be used in the identification process.”
Responsiveness to General Education Instruction as the First Gate to Learning Disabilities Identification (2003, methodology): “Both procedures were proposed by researchers who concluded that the IQ-achievement discrepancy method was a faulty indicator of learning disabilities (Fletcher et al., 1994; D. Fuchs et al., 2002).”
From IDEA to Implementation: A Discussion of Foundational and Future Responsiveness–to–Intervention Research (2007, background): “Furthermore, RTI, described as necessitating a “seismic shift in beliefs, attitudes, and practice” (Fuchs et al., 2002, p. 40), warrants consideration from the perspective of systemic change.”
Identifying Students at Risk, Monitoring Performance, and Determining Eligibility Within Response to Intervention: Research on Educational Need and Benefit From Academic Intervention (2007, background): “Students below the criterion may be considered to have severe educational need (Shinn, 2005b, in press), the first component of a dual-discrepancy approach to response to intervention (Fuchs et al., 2002; Pericola Case, Speece, & Eddy Molloy, 2003; Speece, Pericola Case, & Eddy Molloy, 2003).”
Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities (2003, methodology): “Response to treatment as a means for identifying students with LD was conceptualized by Heller, Holtzman, and Messick (1982) and further described by Fuchs and Fuchs (1998) and Fuchs, Fuchs, and Speece (2002).”
Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems (2003, background): “…academic growth, (2) distinguishing between ineffective general education environments and unacceptable individual student learning, (3) informing instructional planning, and (4) evaluating relative instruction effectiveness (L. S. Fuchs, 1995; L. S. Fuchs & Fuchs, 1998; L. S. Fuchs et al., 2002).”
The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students who are at Risk for Mathematics Difficulties (2008, background): “Initially conceptualized by Heller, Holtzman and Messick (1982), and further developed by Fuchs and Fuchs (1998), Fuchs, Fuchs, and Speece (2002), and Vaughn and Fuchs (2003), RtI holds promise as an alternative to more traditional approaches to LD identification and as a means to improve…”