Long-Term Results of a Problem-Solving Approach to Response to Intervention: Discussion and Implications.

Karen J. Carney · Gilbert S. Stiefel

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Behavioral and Psychological Studies Reading and Literacy Development Collaborative Teaching and Inclusion

Abstract

Two general models exist for implementing Response to Intervention (RtI) for struggling students, the standard protocol model and the problem-solving model. This study examined the long-term outcomes of one example of the problem-solving method, the Instructional Support Team (IST), in a field setting. Academic records of 32 students were reviewed to describe their educational outcomes 3.5 school years after their initial referral to IST. Use of this model resulted in an expansion of existing services for students, a permanent intermediate stratum for students at risk. Neither level of program support (Tier I, II, or III) at the end of the study, nor risk for school failure, was predicted based on student gender or reason for referral. Implications are discussed.

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References

2006Introduction to response to intervention: What, why, and how valid is it?2001Intensive Remedial Instruction for Children with Severe Reading Disabilities 2003Responsiveness–to–Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct 1988Crisis Intervention Strategies 2005Meta-Analytic Review of Responsiveness-To- Intervention Research: Examining Field-Based and Research-Implemented Models 1999High Versus Low Implementation of Instructional Support Teams 2008Lindamood Phoneme Sequencing Program for Reading, Spelling and Speech 2003Intervention-Based Assessment: Evaluation Rates and Eligibility Findings

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2010Components of effective early reading interventions for young struggling readers 2014Identification of Specific Learning Disabilities: Georgia School Psychologists' Perceptions

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