《情報和智商測試》課件

IDEIA,SLD,RTI,andCognitiveAssessmentJackA.Naglieri,Ph.D.ProfessorofPsychologyCenterforCognitiveDevelopmentSchoolPsychologyProgramDirectorGeorgeMasonUniversityFairfax,VA22030http://naglieri@1IDEAReauthorizationTopicaloutlineIDEIAandforthcomingregulationsAlookattheLawResponsetointerventionLocalcomparisongroupsMeasurementofimprovementResearchandreviewsAcognitiveapproachtoassessmentConnectingLDdefinitionwithassessmentof“basicpsychologicalprocesses”2JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@IDEAReauthorizationTopicaloutlineIDEIAandforthcomingregulationsAlookattheLawResponsetointerventionLocalcomparisongroupsMeasurementofimprovementResearchandreviewsAcognitiveapproachtoassessmentConnectingLDdefinitionwithassessmentof“basicpsychologicalprocesses”3JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@IDEIA2004LawIndividualswithDisabilitiesEducationImprovementActof20044JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@IDEAReauthorizationTheIDEIAandtheNoChildLeftBehindActhaveencouragedareexaminationofhowschoolpsychologistsfunctionTherehavebeenmanymeetingsofresearchers,practitioners,andprofessionalorganizationsandarticleswrittenwhichdiscusshowtoimprovethesystem,especiallyforLDdiagnosis5JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@IDEAReauthorizationReexaminationoftheroleoftheschoolpsychologistsisgoodfortheevolutionofthefieldhowtoimprovediagnosisofSpecificLearningDisabilities(SLD)isparticularlyimportanthowtoreduceover-representationofminoritychildreninspecialeducationisalsoneeded6JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@IDEIAWhataresomeofthedetailsofthenewLaw?7IDEIA2004LawRTImaybeusedASAPARToftheevaluation…butnotassolemethodIQachievementdiscrepancynolongerrequired8JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@IDEIA2004Law“useavarietyofassessmenttools”“notuseanysingleprocedure”“assesscognitivefactors”9JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@IDEIA2004Lawnondiscriminatoryassessmentsvalidandreliableassessment10JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@IDEIALawSummaryAbilityachievementdiscrepancyisnolongerrequired(notdisallowed)AvarietyofassessmenttoolsrequiredTheuseofanysinglemeasureorassessmentasthesolecriterionfordeterminingSLDisnotpermittedAssessmentsmustnotbediscriminatoryonracialorculturalbasisDefinitionofSLDremains11JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@IDEIA2004LawDefinitionofSLDremainsthesame12JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@SLDDefinitioninBothBillsThedefinitionofSLDhasnotchanged“Theterm‘specificlearningdisability’meansadisorderinoneormoreofthe

basicpsychologicalprocessesinvolvedinunderstandingorinusinglanguage,spokenorwritten,whichdisordermaymanifestitselfintheimperfectabilitytolisten,think,speak,read,write,spell,ordomathematicalcalculations.”13JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@ReactionstoIDEIAAnticipationoftheRegulationsthatfollow…1415JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@AlignthedefinitionofSLDwiththeclassificationcriteriaReplacediscrepancywithpatternofstrengthsandweaknessesandcognitiveabilitiesimpactingachievement16JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@17JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@18JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@SLD&CognitiveProcessingConnectingthedots19Hale,Naglieri,Kaufman,&Kavale(2004)20JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Hale,Naglieri,Kaufman,&Kavale(2004)ThedefinitionofSLDis“…adisorderin1ormoreofthebasicpsychologicalprocessesinvolvedinunderstandingorinusinglanguage,spokenorwritten,whichdisordermaymanifestitselfintheimperfectabilitytolisten,think,speak,read,write,spell,ordomathematicalcalculations.”NeitherthediscrepancymodelorRTIevaluatesbasicpsychologyprocesses21JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Hale,Naglieri,Kaufman,&Kavale(2004)ThemethodofRTIisdisconnectedfromthedefinitionofSLD“EstablishingadisorderinthebasicpsychologyprocessesisessentialfordeterminingSLD”PractitionershaveignoredthisapproachbecauseoflimitedavailabilityofgoodmeasuresofprocessingTimeshavechanged22JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Hale,Naglieri,Kaufman,&Kavale(2004)Processingmeasuresoftodayareverydifferentthanthoseofthe1970sTeststhatwespecificallydevelopedtomeasurebasicpsychologicalprocessesshouldbeusedKaufmanAssessmentBatteryforChildren2ndEditionCognitiveAssessmentSystem23JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Hale,Naglieri,Kaufman,&Kavale(2004)DefiningintelligenceasprocessingleadstosmallerraceandethnicdifferencesthantraditionalIQtestsYieldsexcellentpredictiontoachievementProvidessensitivitytothecognitivedisordersseeninmanyexceptionalchildrenHasdemonstratedrelationshipstointerventionNaglieri,J.A.(2003).Currentadvancesinassessmentandinterventionforchildrenwithlearningdisabilities.InT.E.ScruggsandM.A.Mastropieri(Eds.)AdvancesinlearningandbehavioraldisabilitiesVolume16:Identificationandassessment(pp.163-190).NewYork:JAI.

24JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@WhatisNext?CurrentstatusasofMarch2005RegulationswhichareinterpretationsofthelawarebeingwrittenInputontheregulationswasduebyFeb28,2005WeneedtolearnaboutthestrengthsandweaknessoftheoptionsRTI–whichmaybeincludedAssessmentofbasicpsychologicalprocesses–whichneedstobeassessed25JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@IDEAReauthorizationTopicaloutlineIDEIAandforthcomingregulationsAlookattheLawResponsetointerventionLocalcomparisongroupsMeasurementofimprovementResearchandreviewsAcognitiveapproachtoassessmentConnectingLDdefinitionwithassessmentof“basicpsychologicalprocesses”26JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@AlternativestoabilityachievementdiscrepancyResponsetoIntervention27IDEAReauthorizationTopicaloutlineIDEAreauthorizationTheproblemofLDidentificationResponsetointerventionLocalcomparisongroupsMeasurementofimprovementAcognitiveapproachtoassessment28JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@RTIAdvocatesArgueThecurrentsystemisfocusedoneligibilitynotinstructionManyLDstudentshadbadinstructionnotavalidwaytoidentifyLDa“wait-to-fail”modelFocusedontheATIconceptAssessmentofprocessingispsychometricallysuspectandlargelyirrelevanttotheidentificationofLDEligibilityprocessisexpensiveNotworkingbecauseteamsignoreestablishedclassificationcriteriaGresham,F.M.(2001).Responsetointervention:Analternativeapproachtotheidentificationoflearningdisabilities,WhitepaperpresentedfortheLearningDisabilitiesSummit,OfficeofSpecialEducationPrograms,U.S.DepartmentofEducation,August,2001.29JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@ResponsetoIntervention

andSLDAsummaryofthemethodandresearchers’responsetoRTI30Kovaleski&Prasse(2004)ThedualdiscrepancyformatforSLDidentificationPart1:LowacademicperformancePart2:Poorresponsetoappropriateinstruction31JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Kovaleski&Prasse(2004)Part1LowacademicperformanceThestudentmustbesignificantlybelowsame-gradepeersShinn(2002)notesthata2.0gradeleveldiscrepancyisatypicalindexthatidentifiesasignificantacademicdeficiencyThisisbasedonadiscrepancyfromgrade-levelperformancewithoutreferencetoanassessmentofthestudent’sabilitylevel(i.e.,IQ)32JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@AssessingAcademicPerformanceLowacademicperformance(continued)BUT…Shinn’s2.0gradeleveldiscrepancyisalsoa“waittofail”

modelbecauseyoucan’tbebehindbytwoyearsuntilyouareinatleastsecondgradeBUT…ThegradeequivalentmethodhasmanywellknownpsychometricproblemsAND…differencesincurriculumcaninfluencewhoisbehind33JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Kovaleski&Prasse(2004)Part1Lowacademicperformance(continued)AdvocatesargueforRTIasacurriculum-basedmeasurement(CBM)approachReadingfluencyisoveremphasizedThestudent’sdiscrepancyisdeterminedinrelationtoclassmatesbycomparingtheperformanceonCBMmeasureswithnormsfromthestudent’sschoolorschooldistrict

34JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@AssessingAcademicPerformanceLocalNormsAdvantageLocalnormsaregoodattellingwherethechildisinrelationtothesmallestcomparisongroup–thechild’sclassroomDisadvantageLocalnormsonlytellwherethechildisinrelationtothesmallestcomparisongroup–thechild’sclassroomChangetheclassroomandthescorechangesChangetheschoolandthescorechanges35JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@TheProblemwithLocalNormsFairfaxCountySchools36FairfaxCountyElementaryReadingscoreswereobtainedforall69elementaryschoolsinFairfaxCountyPublicSchoolsTheschoolswererankedonreadingscoresThe10th,35th,and59thrankedschoolswereselectedSchoolbasedstandardscoreswerecomputedReadingscore–standardscore(mean100,SDof15)werecomputedandcomparedacrossschools37JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@ThesameReadingscoreof55yieldsastandardscoreof112(aboveaverage)forachildinHerndonElementarySchoolbutascoreof92(average)inColumbiaElementarySchoolandascoreof84(wellbelowaverage)inFlintHillElementarySchool.38JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@LocalNormsforInnerCitySchoolsScoresbasedonanationalnormgroupindicatethesechildrenarelow39JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@LocalNormsforInnerCitySchoolsStandardscoresbasedonanationalnormgroupindicatethesechildrenarelowStandardscoresbasedonlocalmeanfalselydescribehalfthechildrenwithnationalscoresbelow85asOK40JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@LocalNormsHoweffectiveisalocalnorm?Itcalibratesachildbasedonacomparisontotheclassroom,school,orschooldistrictIsitconsistentacrossclassrooms?Bydefinition–NOIsitconsistentacrossschools?Bydefinition–NOIsitconsistentacrossdistricts?Bydefinition–NOLocalnormsprovideaninconsistentunitofmeasurement41JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@FairfaxCountyElementaryConclusionsonLocalNormsLocalnormsareusefultodeterminehowthechildcomparestotherestoftheclassandforinstructionalplanningAwidevarietycanexistbetweenschoolsinthesameschooldistrictAchildmaybe“failing”inoneclassbutdoing“well”inanotherDeterminingSLDonlocalnormswillyieldconsiderableinequitiesespeciallyforminoritygroups42JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Kovaleski&Prasse(2004)Part2PoorresponsetoappropriateinstructionThestudentperformspoorlytocarefullyplannedandpreciselydeliveredinstructionThedataaredevelopedthroughongoingprogressmonitoringonacriticalacademicmeasureduringthecourseofanindividuallydesignedinterventionTheuseofCBMasanongoingperformancemeasure(usuallythroughdatacollectedtwiceperweek)isrecommended43JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Doesanincreaseincountsmeanimprovementisreal?Goodnewscanberelative44RatesofImprovementAnAchievementExample45RatesofImprovementVocabularyGrowthMeaningvocabularygrowthaverageincreaseis2,500wordsperyear(McCormick,1998)Achildneedstolearnabout2,500wordsperyeartokeepupwithpeersButachildcanlearnmorewordseveryyearandstillfallbehind46JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@RatesofImprovement-Vocabulary47JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@ImprovementorDeterioration?50%increaseinnumberofwordsperyearexpressedasstandardscoresinrelationtonormalgrowthrate50%increaseinnumberofwordslearnedperyear48JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@RatesofImprovementVisualexaminationofchangesinrateareonlysufficienttodemonstratechangefrombaselineChangesovertimearehelpfulforinstructionaldecisionsAimlinesbasedonlocalnormsaremisleading49JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@ConclusionsRegardingKovaleski&Prasse(2004)Thedualdiscrepancyformat:LowacademicperformanceandPoorresponsetoinstruction50ConclusionsonDualDiscrepancyChangesovertimedonotnecessarilymeanthechildhasreachedalevelthatisconsistentwithnormativeexpectationsCompetencylevelscanbesetsolow,and“improvement”definedbysuchsmallsteps,thatapparentimprovementmaybebetterdescribedasshowingIllusoryValidity51JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@ConclusionsonDualDiscrepancyRTImaybeareasonablewaytofindchildrenwhoaredoingpoorlyinclassRTIproblemsLocalnormsdonotprovideconsistencyIncreasesinperformancecanbemisleading52JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@WhatdoResearcherssayaboutRTI?Advantages,disadvantages,claims,andinconsistencies53NRCLDConferenceonRTI(Dec‘03)54JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@RTIConferenceVellutino(2003)RTIAdvocateshavearguedthatIQscoresareunrelatedtochildren’sresponsetointerventionThereforeIQtestsareirrelevantVellutinoespeciallyhasmadethisclaimandprovidedareportofhisresearch55JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@FullScaleIQscores(Vellutino)EffectSize=.6FSIQ56JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@FullScaleIQscoresWechslerFSIQFrom:Case,Speece,&Molly(2004).ValidityofResponsetoIntervention….SchoolPsychologyReview,32,557-582.

Effectsize=1.057JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@RTIConference-VaughnSharonVaughndescribedastudyofthe3TiermodelReadingfluencywasmeasuredFromKto3rdgrade,20%ofthechildrendidnotbenefitfromintervention–theyareconsideredSLDSchoolpsychologistwerenotincludedatanylevelIttookTHREEYEARStoidentifythesechildrenWaittofail!Thestudyidentified20%ofthesampleThatisalargepercentageofthesampleConclusion:thehopethatRTIoffersfasteridentificationofLDandreducesthenumbersofchildrenfoundwasnotachieved58JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@RTIConference-GerberMichaelGerber-ThecostsofRTIHeestimatedthatthecostforTRIforgradesK-3forthefirstyearofanationalscaleimplementationwas$2,033,228,291The2003FederalAppropriationsforNCLB(TitleII,PartA)is$1,780,825,000Thecostis$252,403,291morethantheallocation!59JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@RTIConference-KavaleSuccessisnotwelldefinedintheRTImodelIncreasesinrateoflearningalonearenotsufficientTherearenotcleardefinitionsorcutscorestoindicatefailuretorespondtointerventionRTIisagoodfirststepSLDismorethanjustreadingfailurebutRTIhasbeenlimitedtoreadingfluency60JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@RTIConference-KavaleThedefinitionofLDhasbeenignoredThereisnoconnectionbetweenthedefinitionofSLDandthemethodofRTIRTIisnotsufficientforidentificationofLD“aformalevaluationisabsolutelynecessary”orinappropriateconclusionsmaybereachedbecausereadingfailurecanbecausedbydepression,emotional/behavioraldisorders,anxietydisorders,ADHD,etc.61JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@RTIConference-Scruggs(2003)RTIreadinginterventionsshouldbeusedingeneraleducationtoassurehigh-qualityinstructionandprovidealternativestospecialeducationplacementLDidentificationshouldbeaccomplishedonthebasisofstrictadherencetocriteriaforidentificationwhichascommonlyknown,hasnotbeenfollowedinmanypartsofthecountry62JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@RTIConference-MastropieriTheRTImodelistoofocusedonreadingdecodingandignoresotherareassuchasreadingcomprehension,math,science,etc.ImplementationofRTIatmiddleandhighschoollevelsseemsunlikelyThisisparticularlyimportantgiventhenumberofstudentswhoarecurrentlyidentifiedatthemiddleandearlyhighschoollevel63JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@RTIConference-MastropieriTheRTImovementisanattempttochangeregulareducationEarlierattemptstochangeregulareducationemanatingfromspecialeducationhavefailedRTIistoolimitedtomeetthediverseneedsofSLDchildrenSLDismorethanreadingdecodingorreadingfluencyToomuchemphasisonphonics64JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@RTIConference-MastropieriSheasked“Whereisthesolidresearchbaseprovidingscientificevidenceforoptimalinstructionalmethodsandmaterialsacrossallgradelevelsandallcurriculumlevels?Thereadingmethodsaredescribedas“scientificallybased”butwhereisthescience?65JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@ResearchonRTIFuchs,D.,Mock,D.,Morgan,P,&Young,C.(2003).Responsiveness-to-intervention:Definitions,evidence,andimplicationsfrothelearningDisabilitiesConstruct.LearningDisabilitiesResearch&Practice,18,157-171.66Fuchs,etal.,(2003)Ohio’sInterventionBasedAssessmentIBAcombinesabehavioralproblem-solvingapproachwithcollaborativeconsultationBehavioraldefinitionoftheproblemBaselinedataarecollectedBehavioraldefinitionoftheproblemGoalsaresetInterventionplanimplementedComparestudenttobaseline67JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Fuchs,etal.,(2003)Telzrow,etal.,2000evaluatedtheIBAprogram329schoolswereinvolved“Thepresentstudysuggeststhatreliableimplementationofproblemsolvingapproachesinschoolsremainselusive”Theydidnotfindevidenceofreliableandconsistentimplementation68JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Fuchs,etal.,(2003)Pennsylvania’sInstructionalSupportTeams(IST)CollaborativeproblemsolvingthatprovidesprereferralinterventionlikeOhioCompositionofteamisalittledifferentISTusescurriculum-basedassessmentBaseline,agoalisset,interventionplanned50daylimitIfnosuccess,multidisciplinaryevaluationpossible69JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Fuchs,etal.,(2003)Pennsylvania’sInstructionalSupportTeams(IST)Kovaleskietal.,(1999)studiedtheimpactofISTandfoundthestudentsshowedbetterprogressthanstudentsinnon-ISTschoolsBut,accordingtoFuchs“timeontaskandtaskcompletionandcomprehensionareonlyindirectacademicmeasures”(p.162)70JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Fuchs,etal.,(2003)Heartland(Iowa)andMinneapolisfourlevelmodelTeacherandparentstrytofixproblemTeacherandBuildingAssistanceTeamselect,implement,&monitorinterventionBehavioralproblemsolvingusedtorefineorredesigntheinterventionSpecialeducationalassistanceisconsidered71JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Fuchs,etal.,(2003)“AlthoughtheMinneapolisPublicSchools(2001)reportthat,“Theproblem-solvingmodelhasundergoneconsiderableevaluation”wefoundfewpublishedorunpublishedevaluations;noneinpeer-reviewedjournals.Thereportdescribedschoolwidereadinggains…butnodatawerepresented72JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Fuchs,etal.,(2003)CONCLUSION#1Evaluationsofcollaborativeproblemsolving“havegenerallyfailedtoproducepersuasiveevidencethatclassroom-basedinterventions(1)areimplementedwithfidelityand(2)strengthenstudent’sacademicachievementorimproveclassroombehavior”(p.163)73JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Fuchs,etal.,(2003)CONCLUSIONS#2&3ThereisinsufficientevidenceoftheeffectivenessofRTIapproachesinOhioandPennsylvania…andespeciallyinversionsusedinHeartlandandMinneapolis(p.166)“Moretroubling…isthattheselargelyuntestedproceduresarethebasisof…RTI…whichisbeingconsideredasareplacementforIQ-achievementdiscrepancy”74JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Fuchs,etal.,(2003)CONCLUSION#4TheabsenceofevidenceweakenstheassumptionthatRTIprovidesfeasible,timely,andeffectiveinterventions(p.166).ProponentsofRTIasanalternativemeansofLDidentificationmustsillprovethattheirproblem-solvingapproachisworthyofthedescriptor“scientificallybased”(p.167)75JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@RTI–ProsandConsRTImaybeareasonablewaytofindchildrenwhoaredoingpoorlyinclassRTIproblemsLocalnormsdonotprovideconsistencyIncreasesinperformancecanbemisleadingThereisnoevidencethatRTIiseffectiveforSLDidentificationRTIisinconsistentwiththedefinitionofSLDRTIisnotwellsupportedbyresearch76JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@InformationfromNASP77IDEAReauthorization&RTIOtherissues…78JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@IDEAReauthorization&LDAssessmentisdefinedasaprocessofgatheringinformationfromavarietyofsources,usingavarietyofmethodsthatbestaddressthereasonforevaluation.79JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@IDEAReauthorization&LDSelectassessmentmethodsthatincludemultiplesourcesofinformation…procedures…andsettings80JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@IDEAReauthorization&LDNotlimitedtoanysinglemethodologyortheoreticalframeworkComprehensiveandaddresseducational,cognitive,andmentalhealthneedsMultidimensionalNASPendorsesassessmentpracticesthatare:81JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@IDEAReauthorization&LDAllapproachestoassessmentareusedinwaysconsistentwiththeirscientificbase…Thisincludesnormandperformancebased,standardizedandfunctionalassessments;intelligence,cognitiveprocessing,social-emotional,academicskills,etc82JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@IDEAandCognitiveAssessmentTopicaloutlineIDEAreauthorizationTheproblemofLDidentificationResponsetointerventionLocalcomparisongroupsMeasurementofimprovementAcognitiveapproachtoassessmentConnectingLDdefinitionwithassessmentof“basicpsychologicalprocesses”83JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@IDEAandCognitiveAssessmentHowdoweconnectthedefinitionofLDwithmethodstoassessit?Measure“basicpsychologicalprocesses”usingwellvalidatedstandardizedtestsbuiltoncurrentviewsofprocessingTwooptionstomeasureprocessingPlanning,Attention,Simultaneous,Successive(PASS)theoryandCAS(Naglieri&Das,1997)TheK-ABCII(Kaufman&Kaufman,2004)84JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Hale,Naglieri,Kaufman,&Kavale(2004)Measuringprocessinghasadvantages:smallerraceandethnicdifferencesthantraditionalIQtestsexcellentpredictiontoachievementsensitivitytothecognitivedisordersseeninmanyexceptionalchildrenConnectiontointerventionNaglieri,J.A.(2003).Currentadvancesinassessmentandinterventionforchildrenwithlearningdisabilities.InT.E.ScruggsandM.A.Mastropieri(Eds.)AdvancesinlearningandbehavioraldisabilitiesVolume16:Identificationandassessment(pp.163-190).NewYork:JAI.

85JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Naglieri,Kaufman,Kavale,Hale86JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Naglieri,Kaufman,Kavale,Halespecificlearningdisability“meansadisorderinoneormoreofthebasicpsychologicalprocesses...”(§602(30)(A))Thelawprovidesthat,aspartoftheevaluationproceduresinSec.614ofIDEIA,thelocaleducationagencyshallusetechnicallysoundinstrumentsthatmayassesstherelativecontributionofcognitiveandbehavioralfactors…(§614(b)(2)(C)).87JackA.Naglieri,Ph.D.GeorgeMasonUniv,Fairfax,VA22030.naglieri@Naglieri,Kaufman,Kavale,HaleTheregulationsshouldprovidethata