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• W2183362810 abstract "The Ability-Achievement Model is reviewed for efficacy in comparison to the Response to Intervention Model when diagnosing students with possible learning disabilities. The research will address the success of Ability-Achievement Model versus the Response to Intervention Model when successfully diagnosing students with learning disabilities was used to draw such conclusions as are listed throughout this paper. Studies on both models have shown inconsistencies in reference to correctly diagnosing students as having a learning disability. In the field of education, the inconsistencies in the data is troubling due to the sensitive nature that surrounds the incorrect diagnosis of a student as having an actual learning disability or not having said disability. Due to these findings, both models of identification are suitable only if used together over a specific period of time in the accurate diagnosis of establishing if a learning disability is present. The inception of Response to Intervention models (RTI) came about through the reauthorization of the Individuals with Disabilities Education Act in 2004 (IDEA) and the overall idea that school reform was needed to address students who were not performing at grade level. The trend of RTI is to not only use the data to make informed decisions concerning special education services, but also as an early identifier of students who are considered at-risk. At the heart of RTI is the concept of using scientifically-based programs and approaches when intervening at the intervention stage to prevent student academic failure. However, the swell of RTI in public school has also highlighted the importance of scientifically proven instructional practices as the first line of defense in the structure of RTI practices. The No Child Left Behind Act of 2001 (NCLB) forced school districts to look at student achievement deficits due to the sharp increase in accountability at the school district level, and also at the state level. With the creation of NCLB, administrators and state officials began to learn the importance of data, which gave the districts an arsenal from which to pinpoint student academic failures, and also instructional failures when grade level scores were compared. The sharp rise in accountability slowly created the need and desire for RTI models throughout the United States. This was a direct result of decision makers who were interested in a program that would not only pinpoint academic problems, but also identify students who were academically at-risk and therefore would most likely fail yearly state curriculum based assessments." @default.
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• W2183362810 title "The Ability-Achievement Model Versus the Response to Intervention Model: Which Model is More Accurate in the Assessment of Diagnosing Students with Learning Disabilities?" @default.
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