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Record identifier : 569923
Personal Name - Primary Intelectual Responsibility : Raso, Matthew A
Title and statement of responsibility : The influence of perceived origins of learning difficulties and professional role on the acceptability of the IQ achievement discrepancy and Response to Intervention (RTI) approaches to learning disability classification [Thesis]
Publication, Distribution,Etc. : State University of New York at Albany, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , State University of New York at Albany
Summary or Abstract : The present study assessed the acceptability of both the IQ-achievement discrepancy approach and the Response-to-Intervention (RTI) approach to LD classification among teachers, school psychologists, and school administrators. Relationships between each of these variables and perceived origins of learning difficulties among these professionals were also assessed. RTI received more favorable acceptability ratings when compared with the IQ-achievement approach, and more weight was attributed to instructional influences than either biological or environmental influences across all three groups, although significant between-group differences were noted. Biologically and instructionally-based explanations of learning difficulties were significant predictors of IQ-achievement acceptability, but in opposite directions. In contrast, instructionally-based influences were a significant positive predictor of RTI acceptability. Implications are discussed within the context of recent federal legislation which mandates the use of evidence-based intervention as a prerequisite to LD classification..
Topical Name Used as Subject : Educational psychology
Information of biblio record : TL
 
 
 
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