A Model for Screening Twice-Exceptional Students (Gifted With Learning Disabilities) Within a Response to Intervention Paradigm

@article{Mccallum2013AMF,
  title={A Model for Screening Twice-Exceptional Students (Gifted With Learning Disabilities) Within a Response to Intervention Paradigm},
  author={R. S. Mccallum and S. M. Bell and J. Coles and K. C. Miller and Michael P. Hopkins and Angela Hilton-Prillhart},
  journal={Gifted Child Quarterly},
  year={2013},
  volume={57},
  pages={209 - 222}
}
The purpose of this article is to present a model for screening for twice-exceptional status (i.e., gifted students who have a learning disability). Curriculum-based measures (Monitoring Instructional Responsiveness: Reading and Monitoring Instructional Responsiveness: Math) were administered to 1,242 third-grade students within a Response to Intervention paradigm. When gifted status is tentatively defined as high performance (i.e., 84th percentile and higher) on a Monitoring Instructional… Expand
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