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Assessment for Effective Intervention
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A Response to "Competing Views: A Dialogue on Response to Intervention"

Why Response to Intervention Is Necessary but Not Sufficient for Identifying Students With Learning Disabilities

Sharon Vaughn

University of Texas, srvaughnum{at}aol.com

Lynn S. Fuchs

Peabody College of Vanderbilt University

We respond to the comments of Batsche, Kavale, and Kovaleski (this issue), on Response To Intervention (RTI) and learning disabilities. Historically, discrepancy between IQ and achievement has been used by many as a criterion for identification of learning disabilities. Recently, RTI is considered as a practice for identifying consistent and persistent underachievement in students and thus providing valuable data for determining learning disabilities. Issues related to the research base for RTI and implications of use of RTI are presented.

Assessment for Effective Intervention, Vol. 32, No. 1, 58-61 (2006)
DOI: 10.1177/15345084060320010801
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