Diagnostic Measures for Monitoring Progress

Diagnostic Measures for Monitoring Progress
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Diagnostic Measures for Monitoring Progress
The major concern with using an RTI model when identifying students suspected of having a learning disability is that it may lead to misdiagnosis. If the RTI model is not implemented properly, it can result in students struggling with learning being incorrectly identified as having a learning disability. In addition, the RTI model tends to focus on the deficits of a student, which can lead to labels that may need to be more accurate (Kovaleski & Scruggs, 2020). Also, there is a concern that the RTI model may delay identifying a learning disability. The RTI model requires multiple levels of intervention before a student can be identified as having a learning disability. This action can result in a delay in diagnosis and intervention, which can detrimentally affect student learning.
A major limitation of using nationally standardized and CBM diagnostic tests is that they may not accurately identify students with a learning disability. Diagnostic tests are typically designed to measure a student’s overall performance rather than their specific skills, which can lead to misdiagnosis (Larivieren& Dunn, 2020). Besides, diagnostic tests may not accurately identify the underlying causes of a student’s learning disability. Furthermore, there is a concern that the results of diagnostic tests may be biased due to the use of outdated or inappropriate assessment tools.
Another area for improvement is that many diagnostic tests rely heavily on the student's ability to recall information, which can be difficult for some students. Due to the time-consuming nature of most diagnostic tests, it is only sometimes feasible to administer them to large groups of students. Besides, students with learning disabilities may not be able to complete the tests properly, and even if they do, the results may not accurately reflect their true abilities (Kovaleski & Scrug...