The Insufficiency of Response to Intervention in Identifying Gifted Students with Learning Disabilities

Abstract

Many states are implementing response‐to‐intervention (RTI)–based assessment as the sole means of identifying students with specific learning disabilities (SLDs). Although RTI is often hailed as an improved model of identification, concern for the possibility of this model elevating false positives has been examined. The risk of RTI producing a second form of diagnostic error, however, has received relatively little attention, namely, false negatives. The widespread implementation of RTI necessitates an analysis of its ability to identify students who are most vulnerable to be inaccurately judged as responsive to instruction, namely, students with coexisting intellectual talent and SLDs.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 21 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.