Specific Learning Disability Identification in an RtI Method: Do Measures of Cognitive Ability Matter?

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Daniel B. Hajovsky, Kathrin E. Maki, Steven R. Chesnut, Courtenay A. Barrett, Matthew K. Burns
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引用次数: 1

Abstract

This study examined the extent to which cognitive ability index scores predicted multidisciplinary teams’ (MDT) SLD identification within a response-to-intervention (RtI) method after accounting for RtI slope and norm-referenced achievement scores. Results showed that four achievement composite scores (i.e., basic reading, reading comprehension, math computation, and math problem solving) and two cognitive ability index scores (i.e., crystallized ability, working memory) predicted MDT-determined SLD, explaining 81% of the variance. The inclusion of academic achievement and cognitive ability index scores predicted MDT-determined SLD with 90% accuracy; cognitive ability index scores only increased specificity (sensitivity = 95%; specificity = 79%). RtI slope did not predict MDT-determined SLD, which was a required component of the evaluation.

RtI方法中的特定学习障碍识别:认知能力的测量重要吗?
本研究考察了认知能力指数得分在多大程度上预测了多学科团队(MDT)在干预反应(RtI)方法中的SLD识别,并考虑了RtI斜率和常模参考成绩得分。结果表明,四个成就综合得分(即基础阅读、阅读理解、数学计算和数学问题解决)和两个认知能力指数得分(即结晶能力、工作记忆)预测了MDT决定的SLD,解释了81%的方差。纳入学业成绩和认知能力指数得分预测MDT确定SLD的准确率为90%;认知能力指数评分只增加了特异性(敏感性=95%;特异性=79%)。RtI斜率不能预测MDT确定的SLD,这是评估的必要组成部分。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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