Responsiveness to Intervention: A Review of Field Studies and Implications for Rural Special Education

Abstract

This review summarizes field studies of responsiveness to intervention (RTI) models. Eleven studies were located that met inclusion criteria. Studies were classified as either district/state implemented or researcher implemented. Outcomes demonstrated improved academic performance and a slight overall decrease in special education referral and placement rates. These findings must be met with some reservation however due to research designs and procedures used in the studies. Implications for rural special education and directions for future research are provided.