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Discrepancy: a) Difference between two outcome measures; b) IQ-achievement discrepancy – difference between scores on a norm-referenced intelligence test and a norm-referenced achievement... More »
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Are there lists of research-based interventions for secondary and tertiary levels of both RTI and Positive Behavior Support (PBS)?
Response from George Sugai, Ph.D.: RTI is a larger problem solving framework for improving decision making based on student responsiveness to intervention for both academic and social behavior. On the behavior side of RTI, positive behavior support provides an organizational structure for establishing a continuum of behavioral interventions for all students...[read full response]
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Peggy McCardle
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Peggy McCardle
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Peggy McCardle, Ph.D., MPH, is Chief, Child Development and Behavior Branch at the Eunice Kennedy Shriver National Institute for Child Health and Human Development (NICHD) of the National Institutes of Health. In addition to her oversight of the Branch, she directs the research program on Language, Bilingual and Biliteracy, which includes research on monolingual, bilingual and cross linguistic studies of language development and bilingual/ language minority reading. Dr. McCardle also developed the branch programs in Bilingualism, Biliteracy, Adolescent and Adult literacy.
Dr. McCardle serves as the liaison for the NICHD with the National Institute for Literacy and has been the NICHD liaison to the National Reading Panel. Dr. McCardle is lead editor of the volumes The Voice of Evidence in Reading Research (Brookes, 2004); Childhood Bilingualism (Multilingual Matters, 2006), and Infant Pathways to Language: Methods, Models, and Research Directions (Erlbaum/Taylor-Francis, in press) and has served as guest editor of thematic journal issues on reading, bilingualism and English-language learner research.
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