Critical Issues in Response-to-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus

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LEARNING DISABILITIES-A MULTIDISCIPLINARY JOURNAL | 2014年 / 20卷 / 02期
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  • [1] CRITICAL ISSUES IN RESPONSE-TO-INTERVENTION, COMPREHENSIVE EVALUATION, AND SPECIFIC LEARNING DISABILITIES IDENTIFICATION AND INTERVENTION: AN EXPERT WHITE PAPER CONSENSUS
    Hale, J.
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    Berninger, V.
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    Christo, C.
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    Goldstein, S.
    Gregg, N.
    Hagin, R.
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    Kaufman, A.
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    Kline, F.
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    [J]. LEARNING DISABILITY QUARTERLY, 2010, 33 (03) : 223 - 236
  • [2] IDENTIFICATION OF GIFTED STUDENTS WITH LEARNING DISABILITIES IN A RESPONSE-TO-INTERVENTION ERA
    Crepeau-Hobson, Franci
    Bianco, Margarita
    [J]. PSYCHOLOGY IN THE SCHOOLS, 2011, 48 (02) : 102 - 109
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    Reschly, Daniel J.
    [J]. TOPICS IN LANGUAGE DISORDERS, 2014, 34 (01) : 39 - 58
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    Burns, Matthew K.
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    [J]. JOURNAL OF SCHOOL PSYCHOLOGY, 2008, 46 (03) : 263 - 279
  • [5] RESPONSE-TO-INTERVENTION IN HIGH-RISK PRESCHOOLS: CRITICAL ISSUES FOR IMPLEMENTATION
    Ball, Carrie R.
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    [J]. PSYCHOLOGY IN THE SCHOOLS, 2011, 48 (05) : 502 - 512
  • [6] Response to intervention and the identification of specific learning disabilities: Why we need comprehensive evaluations as part of the process
    Ofiesh, Nicole
    [J]. PSYCHOLOGY IN THE SCHOOLS, 2006, 43 (08) : 883 - 888
  • [7] Response-to-intervention: Separating the rhetoric of self-congratulation from the reality of specific learning disability identification
    Kavale, Kenneth A.
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    [J]. LEARNING DISABILITY QUARTERLY, 2008, 31 (03) : 135 - 150
  • [8] Response to Intervention: Early Identification of Students with Learning Disabilities
    Cakiroglu, Orhan
    [J]. INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION, 2015, 7 (01) : 170 - 182
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    Suarez Rodriguez, Jose Adrian
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    [J]. PSYCHOLOGY SOCIETY & EDUCATION, 2022, 14 (02): : 67 - 75
  • [10] Does the Response-to-Intervention Model Fundamentally Alter the Traditional Conceptualization of Specific Learning Disability?
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    [J]. Contemporary School Psychology, 2020, 24 (1) : 80 - 88
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