Volume 3, Issue 140 (8-2016)                   Exceptional Education 1395, __(140): 37-46 | Back to browse issues page

XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

ashori M, Jalil-Abkenar S S. Specific Learning Disorder in Diagnostic and Statistical Manual of Mental Disorders-5th revision and Presentation of Three-Layer Response to Intervention Model for Diagnosis. Exceptional Education. 2016; 3 (140) :37-46
URL: http://exceptionaleducation.ir/article-1-779-en.html
1- , ashorihh2@gmail.com
Abstract:   (2829 Views)

Background:  More than fifty years have passed since Samuel Kirk used the term learning disability to describe children who average or above average intelligence. In the fact, these children are both puzzling and paradoxical. Generally, they have many problems in school. Term of learning disability in Diagnostic and Statistical Manual of mental disorders, 5th edition (2013) changed and named specific learning disorder (SLD). In recently definition of SLD that had done by American Association of Psychiatric (APA), there had changes in diagnostic criteria. Diagnostic criteria of intelligence quotient and achievement discrepancy named wait to fall model for delay to identification and limited. On the other hand, response to intervention (RTI) replaced it. RTI is a reality in today’s classrooms, bringing with it a wide range of questions.

Conclusion: RTI is a multi-step school improvement approach to provide early academic and behavioral supports. This is expected that for screening, identification and diagnostic pay specific attention to RTI in early intervention.   

Full-Text [PDF 1266 kb]   (1880 Downloads)    
Type of Study: Review Article | Subject: General
Received: 2015/Dec/Tue | Revised: 2016/Nov/Sun | Accepted: 2016/Jun/Sat | Published: 2016/Nov/Wed | ePublished: 2016/Nov/Wed

Send email to the article author


Designed & Developed by : Yektaweb