• Corpus ID: 1905708

Unanswered questions , unresolved issues Problem solving and standard treatment protocol : Conceptual issues associated with " nonresponsiveness " False negatives versus false positives

  title={Unanswered questions , unresolved issues Problem solving and standard treatment protocol : Conceptual issues associated with " nonresponsiveness " False negatives versus false positives},
  author={Douglas Fuchs and Lynn S. Fuchs},
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. International Reading Association is collaborating with JSTOR to digitize, preserve and extend access to Reading Research Quarterly. Schwartz were placed last… 



Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods

First graders (N = 323) participated in an evidence-based classwide reading program (Peer-Assisted Learning Strategies; PALS). Adual-discrepancy approach was used to identify 56 children whose

Treatment Validity as a Unifying Construct for Identifying Learning Disabilities

The purpose of this article is to revisit the issue of treatment validity as a framework for identifying learning disabilities. In 1995, an eligibility assessment process, rooted within a treatment

Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria

First, we describe two types of assessment (problem solving and standard treatment protocol) within a “responsiveness-to-instruction” framework to identify learning disabilities. We then specify two

Problem‐Solving Model for Decision Making with High‐Incidence Disabilities: The Minneapolis Experience

The problem-solving model (PSM) is used in the Minneapolis Public Schools to guide decisions regarding: (1) interventions in general education, (2) referral to special education, and (3) evaluation

Fidelity of Problem-Solving Implementation and Relationship to Student Performance

Abstract This study examined the fidelity of problem-solving implementation by multidisciplinary teams (MDTs) in 227 schools and the relationship to student outcomes. Judgments about fidelity of

Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities

To examine a response to treatment model as a means for identifying students with reading/learning disabilities, 45 second-grade students at risk for reading problems were provided daily supplemental

Classification in Context: An Alternative Approach to Identifying Early Reading Disability.

This study evaluated an alternative method of identifying early reading difficulty. L. S. Fuchs and D. Fuchs (1998) proposed that academic problems could be indexed by a dual discrepancy on level and

The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes

Educational accountability and its counterpart, high-stakes assessment, are at the forefront of the educational agenda in this era of standards-based reform. In this article, we examine assessment

The Sociopsychometrics of Learning Disabilities

A more inclusive definition of learning disability—one that abandons discrepancy notions- and a more self-critical attitude toward its own claims would advance the field of learning disabilities and help to rid it of distractions such as the BU case.

Cognitive profiles of difficult-to-remediate and readily remediated poor readers : Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific Reading disability

Reading impaired first graders were given daily tutoring as a first cut diagnostic to aid in distinguishing between reading difficulties caused by basic cognitive deficits and those caused by