Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example.

Piia M Björn,Douglas Fuchs,Lynn S Fuchs,Tuire Koponen,Mikko Aro

doi:10.3389/fpsyg.2018.00800

Abstract

Response to Intervention (RTI) was accepted in the early 2000s as a new framework for identifying learning difficulties (LD) in the U.S. In Finland, a similar multi-tiered framework has existed since 2010. In the present study, these frameworks are presented from the viewpoint of the role of assessment and instruction as expressed in documents that describe the frameworks, as it seems that these two components of RTI are the most disparate between the U.S. and Finland. We present a suggestion for the Finnish framework as an example of support in mathematics learning that incorporates principles of RTI (such as systematized assessment and instruction, cyclic support, and modifiable instruction). Finally, recommendations are presented for further refining and developing assessment and instruction policies in the two countries.

Highlights

Support as an ExampleResponse to Intervention (RTI) was accepted in the early 2000s as a new framework for identifying learning difficulties (LD) in the U.S In Finland, a similar multi-tiered framework has existed since 2010
Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
We present a suggestion for the Finnish framework as an example of support in mathematics learning that incorporates principles of Response to Intervention (RTI)

Summary

Support as an Example

Response to Intervention (RTI) was accepted in the early 2000s as a new framework for identifying learning difficulties (LD) in the U.S In Finland, a similar multi-tiered framework has existed since 2010. Why can teachers not rely on their education and knowledge of learning and provide sufficient instruction and support for all students in need of something extra? In the U.S, Response-To-Intervention (RTI) has long been a suggested framework for identifying students with disabilities It provides guidelines for early prevention and for delivering evidence-based instruction with intensifying tiers of support. We previously found that RTI in the U.S was primarily developed for LD (Learning Difficulty) identification, and the Finnish version was primarily intended to re-structure the existing support service framework for struggling students (Björn et al, 2016). We wanted more knowledge that would explain why the renewed

Mathematics Support Within RTI

RTI ASSESSMENT AND INSTRUCTION

Movement criteria between Tiers

DISCUSSION

CONCLUSIONS