Unit 7 Discussion 1

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Dec 6, 2023

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Unit 7 Discussion 1 The Response to Intervention (RTI) Model has an objective of identifying students with learning disabilities, yet this method lacks the necessary support due to minimal research (Cohen, 2022). The RTI method to test for students with learning disabilities has standards that an individual must meet before identification of a learning disability may occur. Yet, due to the parameters, it is often overlooked and not used by professors when trying to diagnosis a learning disability. Unfortunately, there is also a lack of implementation from the governing educational board, whether it be federal, local, or state institutions. While the identification of a learning disability is tantamount to success in the classroom, the proper diagnosis must be in place in order to provide accommodations to the student. Diagnostic testing may not explain why there is the presence of a learning disability, and present with limitations unless repetitive testing is completed throughout the student’s childhood to adulthood to track the disability. Therefore, it is best for the RTI model to have more usage and exposure from licensed behavioral analysts for research purposes. The Curriculum-Based Measurement (CBM) Model uses the visualization of achievable goals to track student progression (Cohen, 2022). Every individual involved in the student’s progression, including the student themselves, the instructor, the parents, or guardians, may see the goals which are reached and those yet to be reached. Standardized tests are in place for the public educational school system and are often used to track progress for students. These tests are designed with comparison in mind yet may not be suited for students with a learning disability. There is much bias surrounding standardized testing, for it is believed to be a suitable test for all students, but this is very much not the case. These standardized tests do not account for cultural implications, nor any type of disability. Since there is a lack of consistency and limitation upon creativity, these CBM based testing methods may not be the best for students who require accommodations or who think differently than the typical population (Cohen, 2022). The RTI and CBM methods are both ineffective models in the educational system. With the rise in evidence of standardized testing methods being ineffective as well, there is still an argument of what method to implement for the students. However, education is varying for every individual and therefore, education cannot be treated in the method of one standardized test is suitable for the whole of the population (Cohen, 2022). According to the National Educator Association, the Performance-Based Assessments (PBA) may hold the key to replacing the standardized tests in the public education system. Since the PBA method cultivates information about the student, this may help the instructor prepare the individual to demonstrate their knowledge and proficiency of the subject material, as well as serve as an early intervention process to those who may have a learning disability. Thus, with the implementation of PBA methods, students may actually be able to prepare for the future instead of worrying about failure. References Cohen, R. J., Schneider, W. J., & Tobin, R. M. (2022). Psychological testing and assessment: An introduction to tests and measurement. McGraw Hill LLC.

Long, C. (2023). Standardized testing is still failing students. Retrieved December 4 th , 2023, from https://www.nea.org/nea-today/all-news-articles/standardized-testing-still-failing-students

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