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Research Article
Combining RTI and psychoeducational assessment: What we must assume to do otherwise
Article first published online: 25 AUG 2006
DOI: 10.1002/pits.20189
Copyright © 2006 Wiley Periodicals, Inc., A Wiley Company
Issue
1520-6807/asset/cover.gif?v=1&s=bc81c672c49a9b6e854242d397a153f08fb4b244 "Psychology in the Schools")
Psychology in the Schools
Special Issue: Special Issue, Part One: Integration of Cognitive Assessment and Response to Intervention
Volume 43, Issue 7, pages 797–806, September 2006
Additional Information
How to Cite
Wodrich, D. L., Spencer, M. L.S. and Daley, K. B. (2006), Combining RTI and psychoeducational assessment: What we must assume to do otherwise. Psychol. Schs., 43: 797–806. doi: 10.1002/pits.20189
Publication History
- Issue published online: 25 AUG 2006
- Article first published online: 25 AUG 2006
- Abstract
- References
- Cited By
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.