Identification of Learning Disabilities: Implications of Proposed DSM-5 Criteria for School-Based Assessment

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

This article examines the recommended eligibility determination for learning disabilities (LD) in both the Individuals with Disabilities Education Improvement Act and the proposed changes in diagnostic criteria in the DSM-5. The focus is on the inclusion of the criterion of responsiveness to intervention (RTI) and the implications for practice of school psychologists and general and special education teachers. The research base on RTI for diagnostic purposes is examined, and considerations of changing roles for clinicians and school-based practitioners are discussed.

Original languageEnglish
Pages (from-to)52-57
Number of pages6
JournalJournal of Learning Disabilities
Volume46
Issue number1
DOIs
StatePublished - Jan 1 2013

Fingerprint

Learning Disorders
learning disability
Eligibility Determination
diagnostic
Special Education
school psychologist
general education
special education
school
disability
inclusion
act
Psychology
Education
teacher
Research
education

Keywords

  • DSM-5 diagnostic criteria
  • identification for learning disabilities
  • response to intervention

ASJC Scopus subject areas

  • Health(social science)
  • Health Professions(all)
  • Education

Cite this

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