Date of Award

1-1-2009

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational and Counseling Psychology

Program

Educational Psychology and Methodology

Content Description

1 online resource (viii, 113 pages) : PDF file, forms, samples

Dissertation/Thesis Chair

Frank R Vellutino

Committee Members

Robert F McMorris, Zheng Yan

Keywords

Learning disabled youth

Subject Categories

Educational Psychology

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.

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