Cognitive Processing and RTI

There seem to be a lot of talk these days about Cognitive Processing and Executive Function and the role they play in identifying a student with a Learning Disability but not a lot of clear understanding of either.  While becoming a psychologist is one way to truly gain a better understanding it may not be the best (or most appropriate) option for most of us.  But when looking at pairing sound research based interventions for students within RtI, it is helpful to know how the observable behaviors we see align to the possible processing deficit area, especially if that student appears to be on the road to special ed evaluation.

A major problem identified repeatedly in recent consensus reports is that students are identified and placed in special education under the LD category when core instructional programs are not adequate for many children (Donovan & Cross, 2002). Instructional response can only be reliably measured by assessing growth in academic skills in relation to instruction, which includes assessments of the quality of the instruction (Stecker, Fuchs, & Fuchs, 2005). Thus, inadequate response to quality instruction can be used to identify individuals for whom instruction is adequate, but who are hard to teach (Fuchs & Fuchs, 1998; Vaughn & Fuchs, 2003).  Enter Response to Intervention. 

Taking the research to a practical level for teacher requires professional development and a shift in paradigm for many teachers.  The idea that the problem may lie in the lack of a differentiated instructional approach means that we, as teachers, need to recognize both the observable behavior and the possible underlying cognitive deficit and then adjust our teaching interventions to address those needs.

While this is an enormous undertaking, we are beginning to make the shift.  An alignment of those observable academic behaviors and the cognitive processing deficits they may represent is a place to start.  (click here for a chart that aligns Basic Reading Skills/Reading Comprehension to possible cognitive processing deficits)

Resources:

Donovan, M. S., & Cross, C. T. (2002). Minority students in special and gifted education. National Research Council. Committee on Minority Representation in Special Education. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press.

Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42(8), 795–819.

Fuchs, L. S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research & Practice, 13, 204–219.

Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18(3), 137–146.

Kathy Steffens is a Special Educator with 20+ years experience.  She is available for questions regarding district RTI implementation and staff development training.  You can reach her at RightResponsetoRTI@gmail.com