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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
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Rational Emotive Behavior Therapy01:24

Rational Emotive Behavior Therapy

Cognitive-behavioral therapies (CBTs) are grounded in the belief that our thoughts profoundly influence our emotions and actions. Advocates of CBT emphasize three core assumptions: first, that cognitions are identifiable and measurable; second, that they are central to psychological functioning; and third, that irrational or maladaptive beliefs can be replaced with rational and adaptive ones. This transformative approach to therapy has paved the way for specific models such as Albert Ellis's...
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.

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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
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Response to Intervention: Preventing and Remediating Academic Difficulties.

Jack M Fletcher1, Sharon Vaughn

  • 1Department of Psychology, University of Houston, Houston TX.

Child Development Perspectives
|July 19, 2011
PubMed
Summary

Response to Intervention (RTI) models aim to improve student outcomes and identify learning disabilities (LDs). While RTI offers benefits, challenges exist in its implementation and use for special education identification.

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Area of Science:

  • Education
  • Psychology
  • Special Education

Background:

  • Student response to intervention (RTI) models are designed to prevent and remediate academic difficulties.
  • RTI serves as a data source for identifying students for special education services.
  • The primary goal of RTI is to enhance academic and behavioral outcomes for all students.

Purpose of the Study:

  • To address the advantages and challenges of RTI service delivery models.
  • To review evidence for RTI processes, including assessments and interventions.
  • To discuss the use of RTI data for identifying learning disabilities (LDs).

Main Methods:

  • Review of evidence for RTI processes: screening, progress monitoring, evidence-based interventions.
  • Examination of schoolwide coordination of multitiered instruction.
  • Analysis of the shift towards incorporating instructional response in LD identification.

Main Results:

  • RTI models show promise for improving student outcomes and informing special education identification.
  • Evidence supports RTI processes like assessments and interventions for academic support.
  • The use of RTI data for LD identification represents a significant but controversial shift.

Conclusions:

  • RTI has the potential to integrate general and special education, offering new research and policy directions.
  • Significant challenges exist in scaling RTI implementation in schools.
  • Further research is needed on the effective use of RTI data for identifying learning disabilities.