Chapter 3 - Brain and Behavioral Response to Intervention for Specific Reading, Writing, and Math Disabilities: What Works for Whom?

Abstract

This chapter has five sections. First, we describe resources available for learning about the brain and its role in learning and learning disabilities. Second, we discuss current, representative findings about brain differences for individuals with and without specific learning disabilities (SLDs) in reading, writing, and math, much of which has been supported by special initiatives from the Eunice Kennedy Schriver National Institute of Child Health and Human Development. Third, we explain the importance of studying response to intervention (RTI) at both the behavioral level of analysis and the brain level of analysis . Fourth, we discuss individual, developmental, gender, language, and cultural differences and make the case for evidence-based definitions of SLDs in reading, writing, and math that can be used for treatment-relevant, differential diagnosis grounded in an interdisciplinary brain–mind–learning environment framework. Fifth, we draw conclusions and make suggestions for future research and practice, including guidelines for being a critical consumer of brain research.