CAMP-MCCOY, Debra. The Ability-Achievement Model Versus the Response to Intervention Model: Which Model is More Accurate in the Assessment of Diagnosing Students with Learning Disabilities?. Journal of the American Academy of Special Education Professionals, [S. l.], v. 7, n. 2, p. 28–33, 2012. DOI: 10.64546/jaasep.174. Disponível em: https://www.aasep.org/article/view/174. Acesso em: 23 sep. 2025.