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Combining RTI and psychoeducational assessment: What we must assume to do otherwise by David L. Wodrich; Marsha L.S. Spencer; Kelly B. Daley is a Psychology article available to read on EtoBox.

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## Abstract The Individuals With Disabilities Education Improvement Act of 2004 (IDEA; 2004) permitted lack of students' response to intervention (RTI) to be considered as a basis for documenting specific learning disabilities (SLD). The previous method of detecting SLD, which relied on IQ and achievement testing, consequently is no longer mandatory. Accordingly, proposals for the abandonment of IQ, and perhaps all standardized psychoeducational assessment, have arisen. In this article, it is proposed that the joint use of RTI and psychoeducational testing is indispensable when school‐based evaluations concern SLD eligibility. The singular use of either RTI or psychoeducational testing requires adoption of several implicit and apparently untenable assumptions. Those assumptions are made explicit in this article, and each is examined. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 797–806, 2006.

Who reads Combining RTI and psychoeducational assessment: What we must assume to do otherwise?

Author

David L. Wodrich; Marsha L.S. Spencer; Kelly B. Daley

Publisher

John Wiley and Sons; Wiley (John Wiley & Sons); John Wiley & Sons Inc.; Wiley (ISSN 0033-3085)

Published

2006

Language

EN

Field

Psychology (Social Sciences)