There is much controversy regarding the discrepancy model versus response to intervention (RTI) in determining whether a child has a learning disability.
a) In the discrepancy model, what two important factors are considered?
b) How is the standard deviation (SD) used to determine a significant discrepancy?
c) What are two arguments against using the discrepancy model?
d) What would determining SLD by RTI method involve?
e) What are two arguments against using the RTI model?

Question

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The Answer is a) IQ and Achievement
b) SD = 15; can use I, 1.5 or 2 SDs as the benchmark. Suppose IQ is 95, then If you use 1SD, Achievement standard score would need to be 15 points or lower than IQ (e.g., 80); 1.5 SD Achievement would need to be approx 22 points below IQ ( e.g., 7); 2 SD Achievement would
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need to be 30 points below, which would be a standard score of 60.
c) lack of consistency between states, lack of research support, failure and age‐based model, IQ bias, Matthew Effects
d) RTI: Do a curriculum based assessment to determine levels, apply empirically supported intervention, re‐test after a period of time (e.g., 6 months). If child improves, then does not have SLD, if child does not improve, then likely has SLD. In the latter case, then request a comprehensive assessment
e) poorly defined and vague; does not address why the problem exists, or why they are not responding to the intervention; failure based model; no information about IQ; radically alters how the disorder is conceptualized.

There Is Much Controversy Regarding the Discrepancy Model Versus Response