Introduction to the Special Series on Service Delivery Systems for Response to Intervention: Considerations for Research and Practice

Abstract

Response to intervention (RTI) has received considerable attention as a mechanism for preventing academic and behavioral difficulties as well as identifying and teaching students with learning or behavioral difficulties. Unfortunately, despite extensive literature and discourse highlighting the 2004 reauthorization of the Individuals with Disabilities Education Act and the use of RTI for special education verification (e.g., Gresham, 2002; Hale, Naglieri, Kaufman, & Kavale, 2004; Speece, Case, & Molloy, 2003), research and scholarship pertaining to the delivery of services required to appropriately implement RTI is limited. The purpose of this special issue is to provide a framework for critically evaluating the strengths and shortcomings of existing empirical contributions related to service delivery for RTI. Rationale The rationale for creating this special series was based on the need for a critical appraisal of extant knowledge. Although models for implementing interventions and monitoring student performance have been applied within educational settings (e.g., Vaughn, 2003; Walker & Shinn, 2002), more research on core components of service delivery systems (e.g., assessment and data-based decision making, intervention provision) is needed. Despite growing empirical support for academic and behavior screening and progress monitoring, additional investigations are warranted to determine the psychometric integrity and treatment utility of various RTI-appropriate assessment and data-based decision-making approaches. Research is also needed to evaluate the most effective selection, sequencing, intensity, and duration for individualized intervention. Although a handful of protocols have been developed to promote systemic change and implementation integrity, future studies are also required to determine the utility of specific practices applied within schools. Primary Objectives and Potential Effects This special issue has been designed to address some of the limitations in previous discussions by introducing researchers and practitioners to core service delivery components needed to implement RTI. The primary objectives for this issue are (a) to provide an analysis of core components and considerations related to service delivery systems required for RTI implementation, (b) to critically review the current state of the empirical research base related to the individual components, and (c) to identify necessary directions for future research to further our understanding of service delivery for RTI. To achieve the primary objectives, the special issue includes six full-length articles and two commentaries. In the first article, Glover and DiPerna (2007) provide a conceptual framework outlining five core service delivery components or considerations within RTI service delivery: (a) multitier implementation, (b) student assessment and decision making, (c) evidence-based intervention provision, (d) maintenance of procedural integrity, and (e) development and sustainability of systems level capacity. They provide an overview of the current evidence base and future research needs within each of these components. The next two articles focus on research pertaining to student interventions. Wanzek and Vaughn (2007) provide a synthesis of research on early reading interventions for students with reading difficulties or disabilities. Daly, Martens, Barnett, Witt, and Olson (2007) then focus on the individualization of RTI interventions based on student needs. The pair of articles that follow are concerned with RTI assessment and decision making. Jenkins, Hudson, and Johnson (2007) systematically critique the classification accuracy of various screening approaches for early reading difficulties. Shinn (2007) focuses on the empirical basis for using curriculum-based measurement to identify students' instructional need, response to intervention, and status with regard to specific learning disabilities. …