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Response to Intervention (RTI) models of diagnosis and intervention are being implemented rapidly throughout the schools in response to recent changes to the federal laws governing special education eligibility for specific learning disabilities. Community based mental health professionals as well as school psychologists need to be aware that, while the purpose and hoped-for benefits of invoking an RTI model for dealing with potential disabilities in the schools clearly are laudable, an examination of the approach and data reveals an often unappreciated paucity of empirical support for RTI and a consequently overly optimistic view of many practical issues surrounding implementation of RTI models. The first half of this workshop will focus on issues that still need to be addressed while bringing the non-school professional up to speed on these important changes, which impact not only children but their adult parents.
The afternoon will focus on helping participants become more efficient at traditional assessment practices. This part of the day will provide an overview and introduction to the Reynolds Intellectual Assessment Scales (RIAS; Reynolds & Kamphaus, 2003) and the Comprehensive Trailmaking Test (CTMT; Reynolds, 2000) including their conceptualization, development, and interpretation. A critique of the widely publicized failure of profile analysis of IQ tests is provided and reasons for this failure discussed. The workshop will also be very helpful to clinicians who do not directly assess children to understand the issues that may be impacting their adult clients or patients.
CEU credits will be available on the day of the workshop for psychologists only. |
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