ABSTRACT
There is much to like in the Gresham review on responsiveness to treatment as an alternative approach to identification of learning disability (LD). The paper is well written, provides a comprehensive examination of the issue, and very carefully and thoughtfully builds an argument for the use of responsiveness to treatment as an approach for identification of students with LD. Gresham defines response to treatment as a “change in academic performance as a function of an intervention” (Gresham, this volume). Thus, at the essence of implementing a response-to-treatment model is an understanding that we have intervention approaches that are validated and measures that are appropriate for evaluating the progress of these interventions over time.
