Response to Intervention. Emily Blake Cherie Vannatter. Too many students eligible as Learning Disabled IQ/Achievement discrepancy often inconsistent from school to school IDEA allows Response to Intervention to identify LD students RTI
IQ/Achievement discrepancy often inconsistent from school to school
IDEA allows Response to Intervention to identify LD students
Multi-tiered instructional services (increased intensity with each tier)
Scientifically based interventions
Customized to meet individual needs
Will RTI reduce the number of students found eligible for special education programs and services?
10-15 minutes, 3 days/week
30 minutes, 5 days/week
Reading Development including:
A. Workable schedule for instruction
(full time paraprofessional)
O’Connor, R.E., Harty, K.R., & Fulmer, D. (2005). Tiers of intervention in kindergarten through third grade. Journal of Learning Disabilities, 38, 532-538.
Shapiro, E.S. (n.d.). Tiered instruction and intervention in a response- to- intervention model. Retrieved May 9, 2009 from http://www.rtinetwork.org.
Smith, J.L.M., Fien, H., Basaraba, D., & Travers, P. (2009). Planning, evaluating, and improving tiers of support in beginning reading. Teaching Exceptional Children, 41 (5), 16-22.
Cheney, D., Flower, A., Templeton, T. (2008). Applying response to intervention metrics in the social domain for students at risk of developing emotional or behavioral disorders. The Journal of Special Education, 42, 108-126. Retrieved May 9, 2009 from SAGE.
De Jong, T. (2005). A framework of principles and best practice for managing student behaviour in the australian education context. School Psychology International, 26, 353-370. Retrieved May 31, 2009 from SAGE.
Sharma, R., Singh, S., Geromette, J. (2008). Positive behavior support strategies for young children with severe disruptive behavior. Journal of International Association of Special Education, 9, no 1. Retrieved May 9, 2009 from Wilson Web.