Identifying Students With Specific Learning Disabilities: School Psychologists’ Acceptability of the Discrepancy Model Versus Response to Intervention

Abstract

A national sample of 496 practicing school psychologists and members of the National Association of School Psychologists were surveyed to assess levels of acceptability for the IQ-achievement (IQ-A) discrepancy model and the Response to Intervention (RTI) model as part of the identification process for students with specific learning disabilities. Significantly higher levels of acceptability were found for the RTI model. As levels of exposure to the RTI model increased, acceptability ratings for the RTI model increased and ratings for the IQ-A discrepancy model decreased. Variations in acceptability ratings for the RTI model were also found to occur in relation to school psychologists’ school setting. Specifically, school psychologists employed at middle and high schools demonstrated lower levels of acceptability for the RTI model compared with those employed at elementary and multiple settings. Implications of the study for practice and future research, as well as limitations, are discussed.

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