Identification and assessment of learning and behavioural
disabilities have long been issues of great concern, and have
become increasingly important in recent years. Identification and
assessment issues determine how students are characterized as
having disabilities, provide implications for treatment, and
provide evidence for the success or failure of interventions. and
assessment of learning and behavioural disabilities are discussed
by leading scholars, in reviews of recent relevant research, policy
analyses, and new investigations with original data. Included in
the volume are discussions of issues regarding identification of
learning disabilities; reviews of research on response to
instruction (RTI) models; alternative models for identification of
learning disabilities; assessment of abilities in individuals with
mental retardation; the influence of IQ and reading level on
treatment outcomes; assessment of self-regulation in post-secondary
populations with and without learning problems; and test anxiety
and academic achievement.
General
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