{
  "creator": [
    "Restori, Albert F.",
    "Katz, Gary S.",
    "Lee, Howard B."
  ],
  "date": [
    "2009-11-29"
  ],
  "description": [
    "When the United States Congress passed the Individuals with Disabilities Education Improvement Act in 2004 (IDEIA 2004), local educational agencies (LEA) were permitted to use a Response-to-Intervention (RTI) approach for identifying children with possible learning disabilities for special education. Furthermore, IDEIA 2004 no longer required LEAs to establish an IQ-achievement discrepancy for determining a Specific Learning Disability (SLD). Although federal law no longer mandates the need for an IQ-achievement discrepancy for determining an SLD, most school psychologists continue to employ this approach for the assessment of children at-risk for SLD. Furthermore, some researchers suggest that although the IQ-achievement discrepancy model may not be the best approach for identifying children at-risk for SLD, school psychologists should continue to use intelligence tests as part of the assessment process. The current paper (a) provides a brief review of the IQ-achievement discrepancy model, (b) reviews concerns of using intelligence tests within a RTI framework, and (c) reviews some of the major criticisms regarding the IQ-achievement discrepancy model."
  ],
  "format": [
    "application/pdf"
  ],
  "identifier": [
    "https://ejop.psychopen.eu/index.php/ejop/article/view/244",
    "10.5964/ejop.v5i4.244"
  ],
  "language": [
    "eng"
  ],
  "publisher": [
    "PsychOpen GOLD / Leibniz Institut for Psychology (ZPID)"
  ],
  "relation": [
    "https://ejop.psychopen.eu/index.php/ejop/article/view/244/244.pdf"
  ],
  "rights": [
    "https://creativecommons.org/licenses/by/3.0"
  ],
  "source": [
    "Europe’s Journal of Psychology; Vol. 5 No. 4 (2009); 128-145",
    "1841-0413"
  ],
  "subject": [
    "Learning Disabilities",
    "IQ Discrepancy Model",
    "Response-to-Intervention",
    "school psychology",
    "special education"
  ],
  "title": [
    "A Critique of the IQ / Achievement Discrepancy Model for Identifying Specific Learning Disabilities"
  ],
  "type": [
    "info:eu-repo/semantics/article",
    "info:eu-repo/semantics/publishedVersion"
  ]
}