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Accuracy and Validity of Methods for Identifying Learning Disabilities in a Response-to-Intervention Service Delivery Framework

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Handbook of Response to Intervention

Abstract

This chapter addresses the accuracy and validity of methods of learning disabilities (LD) identification, particularly methods based on a response-to-intervention (RTI) service delivery framework. Recently, classification frameworks have shifted from cognitive discrepancy models towards instructional models utilizing low achievement and instructional response criteria. All actuarial methods for LD identification, including methods based on RTI, demonstrate limited reliability for individual decisions, because they: (a) apply strict cut points that dichotomize a dimensional attribute and (b) rely on tests with imperfect reliability and validity. The resulting group membership is inherently unstable. However, methods based on RTI demonstrate good validity, because emergent groups can be differentiated on attributes not utilized to form groups, a critical test of validity. In contrast, methods based on identifying cognitive discrepancies fail because resulting groups cannot be differentiated reliably on variables not used to form groups. The authors suggest that instructional models for LD identification can be improved by limiting use of rigid cut points on single tests. Instead, identification processes should incorporate multiple academic measures, utilize confidence intervals, and move towards a system focused on ongoing assessments of risk or probability of academic difficulty and timely intervention, rather than issues of identification and entitlement.

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Authors and Affiliations

  1. Department of Psychology and Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, TX, USA

    Jeremy Miciak, Jack M. Fletcher & Karla K. Stuebing

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  1. Jeremy Miciak
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  2. Jack M. Fletcher
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  3. Karla K. Stuebing
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Correspondence to Jeremy Miciak .

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Editors and Affiliations

  1. University of California, Santa Barbara Gevirtz Graduate School of Education, Santa Barbara, California, USA

    Shane R. Jimerson

  2. University of Missouri, Columbia, Missouri, USA

    Matthew K. Burns

  3. Education Research & Consulting, Inc., FAIRHOPE, Alabama, USA

    Amanda M. VanDerHeyden

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Miciak, J., Fletcher, J., Stuebing, K. (2016). Accuracy and Validity of Methods for Identifying Learning Disabilities in a Response-to-Intervention Service Delivery Framework. In: Jimerson, S., Burns, M., VanDerHeyden, A. (eds) Handbook of Response to Intervention. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-7568-3_25

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