Journal article
Application of a Three-Tiered Response To Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services
Journal of psychoeducational assessment, v 23(4), pp 362-380
01 Dec 2005
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
An alternative to the IQ-achievement discrep ancy model for identifying students with learn ing disabilities is the response to intervention (RTI) model. There is a growing literature base in support of the RTI model, and within the reauthorization of IDEA there is an allowance for an RTI approach whereby RTI "may" be used by school psychologists when evaluating students for special education. The research base on RTI is expanding but there has been little empirical work directed toward understanding RTI as it is implemented by school-based practitioners. The current study examined a simple three-phase RTI model. Universal screening in mathematics was used in Phase I in conjunction with a brief skill/per formance deficit assessment to identify stu dents in need of instructional intervention. In Phase II, a classwide intervention was imple mented to evaluate the extent to which poor academic performance was a function of lack of instruction. Phase III provided intensive intervention to five students who did not respond adequately to the classwide interven tion. Only one student did not respond ade quately to individual intervention.
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Details
- Title
- Application of a Three-Tiered Response To Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services
- Creators
- Scott P. Ardoin - University of South CarolinaJoseph C. Witt - Louisiana State UniversityJames E. Connell - May InstituteJennifer L. Koenig - Louisiana State University
- Publication Details
- Journal of psychoeducational assessment, v 23(4), pp 362-380
- Publisher
- Sage
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Teaching, Learning, and Curriculum
- Web of Science ID
- WOS:000235525200005
- Scopus ID
- 2-s2.0-33646502808
- Other Identifier
- 991021893583404721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Psychology, Educational