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Response to Intervention and Positive Behavior Support

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Handbook of Positive Behavior Support

Part of the book series: Issues in Clinical Child Psychology ((ICCP))

Abstract

Special education in the United States emerged as an extension of the medical model that experienced explosive growth in the decades of the fifties and sixties (cf. Sailor & Guess, 1980). The construct of disability (or “handicap” as it was largely described in that period) placed the locus of educational impairment squarely on the individual. Failure to progress educationally or developmentally along expected age norms was considered the result of a quasi-disease state. This was during the testing movement, when the fields of psychiatry and psychology were growing rapidly. Thus, when a pattern of deficit in educational progress was determined, the student would be referred for diagnostic testing. Analysis of test results would then determine a likely category of disability, and a prescription would result, often in the form of referral to special education, usually to a special class formed to address the needs of students in that category.

More recently, a different logic model has begun to emerge for providing services and supports to students who fail to progress as expected in the general curriculum, one that stands in contrast to the extant medical model and challenges it as having the potential to be a better service model. Response to intervention (RTI) is the prevalent term for this logic model, and as of this writing, it is gaining rapid momentum across all aspects of preschool through 12-grade education in America.

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Authors
  1. Wayne Sailor
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  2. Jennifer Doolittle
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  3. Renée Bradley
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  4. Lou Danielson
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Editor information

Editors and Affiliations

  1. Dept. Special Education, University of Kansas, 1000 Sunnyside Ave., Lawrence, KS, 66045-7534, USA

    Wayne Sailor

  2. Florida Mental Health Institute Div. Applied Research, University of South Florida, 2778 Mayberry Drive, Reno, NV, 89509, USA

    Glen Dunlap

  3. Neag School of Education, University of Connecticut, 249 Glenbrook Road, Storrs, CT, 06269-2064, USA

    George Sugai

  4. Dept. Special Education, University of Oregon, 1235 University of Oregon, Eugene, OR, 97403-1235, USA

    Rob Horner

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Sailor, W., Doolittle, J., Bradley, R., Danielson, L. (2009). Response to Intervention and Positive Behavior Support. In: Sailor, W., Dunlap, G., Sugai, G., Horner, R. (eds) Handbook of Positive Behavior Support. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09632-2_29

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