Response To Intervention Approach Research Articles

And never the twain shall meet: Can response to intervention and cognitive assessment be reconciled?

AbstractArguments between response to intervention (RTI) with curriculum‐based measurement (CBM) and traditional, individual psychoeducational assessments encourage a false dichotomy between alternatives that are not mutually exclusive, but complementary. This article discusses strengths and weaknesses of both approaches, touches on current legislative issues, and suggests that judicious, appropriate use of both types of assessment enhances the value of each. Initial identification of students who might need specialized instruction is better done with CBM than with individual psychoeducational assessments. RTI approaches would usually be more efficient than individual assessments and should reduce the need for such assessments. However, when RTI does not solve the problem or there are multiple, severe, and complex referral concerns, individual psychoeducational assessments are still essential. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 901–908, 2006.

Using Curriculum-Derived Progress Monitoring Data as Part of a Response-to-Intervention Strategy: A Case Study

The revised Individuals with Disabilities Improvement Education Act (2004) and subsequent Federal Regulations promote the use of alternative process of identifying students with specific learning disabilities based on how well a student responds to researched-based interventions. As these strategies are implemented, school psychologists have the opportunity to expand their roles and to assume leadership positions in implementing a response-to-intervention (RtI) model. A central element of all RtI approaches is the universal monitoring of students’ academic progress. As part of a general effort to implement a data-driven system, multiple sources of information may be used. This article contributes to these efforts by presenting a case study demonstrating how a school psychologist took the first steps to implement a low-cost, continuous progress monitoring procedure in one urban school. This was accomplished by using data readily available at the school site (reading probes included with the district reading curriculum) to develop a systematic way to monitor progress by creating local school norms and using existing reading benchmarks.

Application of a Three-Tiered Response To Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services

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.

Reflections on Practice Within the Heartland Problem-Solving Model: The Perceived Value of Direct Assessment of Student Needs

Considerable variation exists across response-to-intervention (RTI) approaches. There is currently insufficient research on outcomes associated with these different RTI approaches to inform decision-making. However, school psychologists who are asked to work within an RTI model need guidance to select an approach that has a high likelihood of leading to optimal student outcomes. This article describes, illustrates, and supports two aspects of the RTI approach used at the Heartland Area Education Agency, from the perspective of a practicing school psychologist. These two aspects include (a) intervention selection that is based on an individualized problem analysis, and (b) the identification of specific instructional needs as a part of the special education eligibility determination process. An analysis of how the Heartland Problem-Solving Model (PSM) was applied to address the needs of a kindergarten student is provided to illustrate these features. Criticisms and challenges associated with the Heartland PSM are noted, along with guidance for future RTI model research and implementation.