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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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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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Intellectual Disability01:29

Intellectual Disability

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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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Autism Spectrum Disorder01:19

Autism Spectrum Disorder

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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.
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Attention-Deficit/Hyperactivity Disorder

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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.
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Response to Intervention and Specific Learning Disability Identification: Evidence From Tennessee.

Allison F Gilmour1, Justin Harper2, Blair Lloyd3

  • 1American Institutes for Research, Arlington, VA, USA.

Journal of Learning Disabilities
|December 4, 2023
PubMed
Summary

Response to intervention (RTI) reduced specific learning disability (SLD) identification rates, particularly for Black and economically disadvantaged students. Further research is needed to understand if this reflects improved outcomes or delayed identification.

Keywords:
policy analysisresponse to interventionspecial educationspecific learning disability identification

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Area of Science:

  • Education Policy
  • Special Education
  • Educational Psychology

Background:

  • Response to intervention (RTI) is a framework for academic support and identifying specific learning disabilities (SLDs).
  • Concerns exist regarding disproportionality in SLD identification among various student groups.
  • Understanding the impact of statewide policy implementation is crucial for educational equity.

Purpose of the Study:

  • To examine the association between statewide Response to Intervention (RTI) adoption and changes in SLD identification rates.
  • To investigate if these associations differ across student demographics in Tennessee elementary schools.
  • To analyze the impact of RTI on first-time SLD identification by third grade.

Main Methods:

  • Utilized interrupted time series and hazard models to analyze statewide data.
  • Examined changes in SLD identification rates before and after RTI implementation.
  • Assessed variations in impact across different student groups, including race and economic status.

Main Results:

  • RTI adoption was linked to an initial and sustained decline in the overall percentage of students identified with SLD.
  • Significant decreases in SLD identification were observed for Black and economically disadvantaged students.
  • A 61% average decrease in the odds of first-time SLD identification by third grade was associated with RTI.

Conclusions:

  • Statewide Response to Intervention (RTI) implementation in Tennessee coincided with reduced rates of specific learning disability (SLD) identification.
  • These reductions were more pronounced among Black and economically disadvantaged students, potentially addressing some disproportionality.
  • Further research is essential to determine if observed declines in SLD identification stem from improved academic outcomes or delayed identification processes.