Abstract
In this article, the authors consider the power and limitations of responsiveness-to-intervention (RTI) for reducing the need for ongoing and intensive services for the segment of the school population traditionally identified as having a learning disability in mathematics. To assess the robustness of RTI, the authors describe four studies with strong demonstrations of efficacy, as they considered the percentage of students who failed to respond, the post-tutoring achievement gap between tutored and not-at-risk students, and the extent of transfer across components of the mathematics curriculum. The authors then discuss implications and additional research questions pertaining to mathematics intervention generally and within the context of RTI. They conclude with a proposal for an expanded conceptualization of RTI.
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