And never the twain shall meet: Can response to intervention and cognitive assessment be reconciled?

Abstract

Arguments between response to intervention (RTI) with curriculum-based measurement (CBM) and traditional, individual psychoeducational assessments encourage a false dichotomy between alternatives that are not mutually exclusive, but complementary. This article discusses strengths and weaknesses of both approaches, touches on current legislative issues, and suggests that judicious, appropriate use of both types of assessment enhances the value of each. Initial identification of students who might need specialized instruction is better done with CBM than with individual psychoeducational assessments. RTI approaches would usually be more efficient than individual assessments and should reduce the need for such assessments. However, when RTI does not solve the problem or there are multiple, severe, and complex referral concerns, individual psychoeducational assessments are still essential. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 901–908, 2006.