The Ability-Achievement Model Versus the Response to Intervention Model: Which Model is More Accurate in the Assessment of Diagnosing Students with Learning Disabilities?



Debra Camp-McCoy


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.


Read or Download Instructions

To Read this Article - Left Click Here (login required)

To Download this Article - Right Click Here (login required)
(choose "save", "save target as" or "save as")

To Download the Entire Spring-Summer 2012 Issue of JAASEP - Click Here  (login required)

AASEP MEMBERS LOGIN to Access live links to all available JAASEP issues.


Return to the Table of Contents - Click Here

To top