Response to Intervention
Response to intervention (RTI) is defined as a problem-solving model that provides assessment and interventions to students based on their response to the targeted curriculum and instructions (Witsken et al. 2008). The uniqueness of this approach is that student’s needs can be met in the classroom without any type of formal psychological diagnosis. There are multiple steps RTI uses to diagnose student’s learning or behavioral problems. The basic components are (1) school-wide screening, (2) progress monitoring, (3) tiered service delivery, and (4) fidelity of implementation.
According to the original law, Public Law 94-142 (1975), for example, a discrepancy between achievement and intellectual ability was required to classify students as learning disabled. If students qualified, special education programs were developed to enhance their academic performance. Special education services were based on the concept of having individualized instruction to...
References and Readings
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- Individuals with Disabilities Education Improvement Act of 2004, P.L., 108-446, 20 U.S.C.Google Scholar
- Johnson, E., Mellard, D. F., Fuchs, D., & McKnight, M. A. (2006). Responsiveness to intervention (RTI): How to do it. National Research Center on Learning Disabilities, U.S. Office of Special Education Programs. www.nrcld.org
- Public Law 94-142. (1975). Federal Register, 42, 42474, 20 U.S.C.Google Scholar
- Telzrow, C. F., McNamara, K., & Hollinger, C. L. (2000). Fidelity of problem-solving implementation and relationship to student performance. School Psychology Review, 29(3), 443–461.Google Scholar
- Tilly, W. D., III. (2003). How many tiers are needed for successful prevention and early intervention? Heartland Area Education Agency’s evolution from four to three tiers. Paper presented at the National Research Center on learning disabilities responsiveness-to-intervention symposium, Kansas City.Google Scholar
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