Specific Learning Disability and Response to Intervention: State-Level Guidance

Laura Boynton Hauerwas · Rachel Brown

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Behavioral and Psychological Studies Reading and Literacy Development Developmental and Educational Neuropsychology

Abstract

This study investigates how state departments of education are defining response to intervention (RTI) assessment processes as they relate to specific learning disability (SLD) eligibility 5 years after the Individuals With Disabilities Education Act (IDEA) 2006 regulations were published. A qualitative research design of directed content analysis was used to examine each state's regulatory criteria for SLD and state guidance documents on the use of RTI for SLD identification. Best practices were identified in three areas: (a) frequency of data collection, (b) criteria for responsiveness, and (c) multidimensional assessment. Results showed no national consensus for how multidisciplinary teams should use RTI data as part of SLD identification. Implications for policy, practice, and future research are discussed.

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2005Three Approaches to Qualitative Content Analysis 1991Case Study Research: Design and Methods 2000Qualitative Research Methods for the Social Sciences 2004Handbook of Learning Disabilities 2008Implementation of Response to Intervention 2010Cognitive Processing Deficits and Students with Specific Learning Disabilities: A Selective Meta-Analysis of the Literature 2006Implementation of IDEA: Integrating response to intervention and cognitive assessment methods 2007Identifying Students at Risk, Monitoring Performance, and Determining Eligibility Within Response to Intervention: Research on Educational Need and Benefit From Academic Intervention

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