Tiers of Intervention in Responsiveness to Intervention

Douglas Marston

123 citations0/0 files storedJournal of Learning Disabilities

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Behavioral and Psychological Studies Reading and Literacy Development Developmental and Educational Neuropsychology

Abstract

Response to Intervention (RTI) models have attracted great attention as an alternative to traditional methods used for identifying students with learning disabilities. A major feature of this approach is the implementation of academic interventions in general education and measuring the student's response to those interventions. A common question that needs to be addressed is the number of stages or tiers of intervention necessary in the Response to Intervention model. This article reviews three studies of RTI that investigate the RTI tiers. Sharon Vaughn and Rollanda O'Connor report on studies using the Standard Protocol approach to RTI. David Tilly reports on using the Problem Solving Model as an RTI model. This article summarizes the results of these three investigations.

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References

2003Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities 1970Special Education as Developmental Capital 2004Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria 2003Problem‐Solving Model for Decision Making with High‐Incidence Disabilities: The Minneapolis Experience 1970Learning Disabilities

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2010A Comprehensive Approach to RTI: Embedding Universal Design for Learning and Technology 2009What Special Education Directors Say about RTI 2006Early Literacy Development: Skill Growth and Relations between Classroom Variables for Preschool Children 2011Undermining inclusion? A critical reading of response to intervention (RTI)2010Peer Tutoring for Reading Fluency as a Feasible and Effective Alternative in Response to Intervention Systems 2010Identification of gifted students with learning disabilities in a Response‐to‐Intervention era 2006Combining RTI and psychoeducational assessment: What we must assume to do otherwise 2011Perspectives of special Education Directors on Response to Intervention in Secondary Schools

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