Response To Intervention Research Articles

LA RÉPONSE À L’INTERVENTION ET L’OFFRE DE SERVICES MULTIPALIERS POUR SOUTENIR L’INCLUSION SCOLAIRE : UN PARADOXE À VISÉE D’EXCLUSION DES ÉLÈVES EN SITUATION DE HANDICAP

À partir d’un recensement général des écrits, ce texte offre une analyse critique de l’application actuelle des programmes de réponse à l’intervention (RAI) combinés à une offre de services multipaliers (SMP) en contexte d’inclusion scolaire. Cinq dimensions paradoxales sont ainsi présentées. Il s’agit de l’éligibilité des élèves à recevoir des services professionnels, l’identification des élèves ayant des besoins particuliers, les rôles des enseignants et de l’éducation spéciale, les interventions fondées sur les données probantes et les programmes standardisés ainsi que l’utilisation limitée de l’approche par résolution de problèmes (APRP). En bref, nous expliquerons comment la RAI et l’offre de SMP actuelles peuvent contribuer à l’exclusion des élèves qui rencontrent des situations de handicap pédagogiques (SHP) dans leur parcours scolaire.

Implementing Response to Intervention (RtI) and Early Reading: A Review of Literature

Background: Response to Intervention (RtI) in early reading is known as the detailed process that is implemented to enhance the areas of reading in young children.Aims: The reviewers compare various approaches to Response to Intervention (RtI) and identify which frameworks are reported as most effective for young early readers.Method: The topic of Response to Intervention (RtI) in early reading was studied through a comprehensive review of the literature.Findings: Research results all show the overall improvement of student performance in reading as well as overall teacher growth in knowledge, delivery of instruction, confidence, and self-efficacy. Conclusion: Response to Intervention (RtI) in early reading has proven to be a successful and effective approach deserving the necessary attention by school staff and administration to be properly aligned and appropriately implemented.

Teachers’ perception of the response to intervention implementation feasibility in Chinese inclusive early childhood education

This exploratory study examined Chinese teachers’ perceptions of the practical uses of Response to Intervention (RTI) in preschool inclusive education settings. A survey and follow-up interviews were conducted to collect information about teachers’ perceptions of RTI implementation feasibility in Chinese inclusive early childhood education. Results indicated that even though preschool teachers had limited understanding of the RTI model, they held positive attitudes toward this model and were willing to participate in the learning of this model. However, teachers held negative attitudes toward use of the RTI model in the current situation. The influencing factors included cultural differences, different educational systems, teachers’ knowledge and experience, inclusive education supporting system, and teachers’ self-efficacy. It is recommended that Chinese teachers’ colleges and normal universities could develop and offer more special education courses for the preschool education major in order to enhance the knowledge and skills of inclusive education for all early childhood education teachers. Preschools should build up better inclusive education supporting systems to enable and support teachers’ practices. In addition, universities and colleges could provide more RTI model training seminars and learning opportunities.

Promoting Effects of RtI-Based Mathematical Play Training on Number Sense Growth among Low-SES Preschool Children

ABSTRACTResearch Findings: Low-socioeconomic status (SES) (intervention group, n = 31; control group, n = 32) and middle/high-SES (reference group, n = 33) 5-year-old Chinese kindergartners were screened through SES and IQ test. Their number sense was examined over five time points. The pretest was conducted at the beginning of the fall semester, followed by three immediate posttests monthly. Math play training was administrated to the intervention group and story reading to the other two groups during this time. Lastly, a delayed posttest was conducted two months later after the last immediate posttest. All the interventions were carried out in small groups, 15–30 minutes sessions, 2 days per week for 12 weeks. The promotion effect of math play training was monitored based on response to intervention (RtI) paradigm. Utilizing latent growth modeling, we found that the intervention group got significant improvement in number sense and almost caught up with the middle/high-SES group after training, and the intervention effects persisted for two months. The control group had the slowest rate of progress and significantly lower scores than the other two groups. Practice or Policy: RtI-based mathematical game intervention could improve the number sense level and growth rate of preschoolers in rural areas.

The Knowledge of Response to Intervention (RTI) Model Among Early Elementary Levels Supervisors and Learning Disabilities Supervisors and the Obstacles to Its Applications in Kingdom of Saudi Arabia

This study aims to investigate the Response to Intervention (RTI) knowledge among Early Elementary Levels Supervisors and Learning Disabilities Supervisors in Kingdom of Saudi Arabia and the obstacles to its applications. The target population of this study consists of all learning disabilities supervisors (144) and all early Elementary Levels Supervisors (1064) in the Kingdom of Saudi Arabia according to statistics of the Ministry of Education (Ministry of Education), 1437-1438 H.The current study adopts a comparative analytical descriptive approach. Because it suited the nature of the study. After implementing the exclusion criteria in the survey, the sample group was limited to 240 Early Elementary Levels Supervisors and 91 Learning Disabilities Supervisors. The sample was randomly selected. The researcher also prepared the questionnaire as a tool for this study.The results of the study showed that the degree of knowledge of the response to intervention model among the supervisors of learning disabilities and the supervisors of the Early Elementary Levels was high. There were statistically significant differences at the level of significance (α = 0.05) between the mean scores of the knowledge level in the RTI model due to the variable (specialization, scientific qualification). The results showed that there were no statistically significant differences at the level (α = 0.05) between the mean scores of the knowledge level of the RTI according to the variable (gender, years of experience,).The study concludes with many recommendations including the importance of providing teachers of learning disabilities and early elementary levels teachers with modern approaches of measurement and diagnosis of students with learning disabilities in the field by their supervisors. Keywords: learning Disabilities, Early Elementary Levels, Response to Intervention, RTI, Early Diagnosis, Supervisors DOI : 10.7176/JEP/10-26-03 Publication date :September 30 th 2019

Does the Response-to-Intervention Model Fundamentally Alter the Traditional Conceptualization of Specific Learning Disability?

The aim of this study was to examine whether the use of a response-to-intervention (RTI) model to identify specific learning disability (SLD) over-identifies children and youth with population-relative (normative) weaknesses in general cognitive ability (IQs < 90). We compared the overall score on the Kaufman Brief Intelligence Test-Second Edition (KBIT-2; Kaufman and Kaufman 2004) for a group of students with SLD (n = 30) who had been identified in an RTI model with a group of same-age peers (n = 249) in general education. Statistically significant differences were observed between the SLD and general education groups, with considerably lower mean scores for the SLD group. Effect sizes of the mean differences were large. Approximately three-fourths (73.3%) of the SLD group had overall scores on the KBIT-2 that were below the mean of the normative sample and almost half (43.3%) had IQ scores that are below 90. In sum, results of this study support Reynolds’ (2009) assertion that use of the RTI model for the identification of SLD over-identifies children and youth with IQs less than 90, thereby fundamentally altering the conceptualization of SLD from the traditional narrow sense (unexpected underachievement) to the broad sense (expected underachievement). A modified hybrid model is presented as an alternative method of SLD identification that addresses the main shortcomings of other current models.

Autism spectrum disorder: How can occupational therapists support schools?

Children with autism spectrum disorder (ASD) face multiple occupational challenges in their school, and school staff need additional support to increase their participation. The aim of this study is to identify how Response to Intervention (RTI) could be used by occupational therapists to support school personnel who work with children with ASD. In a descriptive qualitative study, three discussion groups were undertaken with occupational therapists and school staff members in Quebec, Canada, to identify the main concerns regarding the participation of children with ASD in school activities as well as the actions to consider when attempting to increase school-related abilities. School staff members are primarily concerned with frequent outbursts and limited autonomy, along with low motivation and anxiety in children with ASD in diverse school activities and contexts. The actions identified provide guidelines for school and occupational therapist selection, the process to follow, collaborative practices, and support required. A practice model is presented for occupational therapists who seek to develop school capacity to support the participation of children with ASD.

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Identity-Blind Intervention: Examining Teachers’ Attention to Social Identity in the Context of Response to Intervention

Limited qualitative work has examined how response to intervention (RTI) is shaping teachers’ understandings of intervention, the premise for conversation about referral, when serving diverse learners. In this case study, I use the lenses of Cultural-Historical Activity Theory and intersectionality to examine (a) how educators at one public elementary school are attending to student identity in the context of RTI implementation, and (b) how RTI is mediating teachers’ approaches to academic intervention. Findings indicate that teachers struggled to develop differentiated, culturally relevant approaches to intervention. The results hold implications for the preparation of teachers to serve diverse learners using RTI.

Integrating Behavioral and Social/Emotional Supports Within the Response to Intervention (RtI) Model

ABSTRACTYouth experience numerous mental health and behavioral challenges in schools. School counselors are uniquely qualified to address these issues via prevention programming and interventions. This article discusses the behavioral Response to Intervention (RtI) framework and related three tiers of prevention that offer the early identification and support of students with more complex needs. We will also provide examples of evidence-based practices school counselors can incorporate in the delivery of services. These practices are universal, targeted, individualized, and rooted in research outcomes. Implications for school counseling research and practice are discussed.

Culturally Responsive Data-Based Decision Making in High School Settings

Engaging in culturally responsive practices is considered best practice in classroom instruction, particularly within diverse schools, however, when making data-based decisions, there is little guidance for culturally responsive practitioners on how to engage in this work. This article introduces a model of culturally responsive data-based decision making (CR-DBDM) by outlining culturally responsive practices and combining them with Deno’s IDEAL (Identify, Define, Explore, Apply, and Look) problem solving model. The article provides members of high school-based problem-solving teams (PSTs), working within a response to intervention (RTI) framework, suggestions for decision making in ways that do not contribute to the disproportionate representation of culturally and linguistically diverse students in special education and empowers students and families by valuing their voices throughout the RTI process.

If we don't look, we won't see: Measuring language development to inform literacy instruction.

Oral language abilities enable children to learn to read, and they predict future academic achievement and life outcomes. However, children with language impairment frequently go unidentified because schools do not systematically measure oral language development. Given that identification paves the way for treatment, schools should increase attention to oral language development, particularly within response to intervention (RTI) frameworks, which aim to prevent learning disabilities by identifying and intervening at early stages. Formal schooling should address language comprehension (in addition to word reading) to ensure an adequate foundation for future reading comprehension. In support, we overview the developmental relations between oral language abilities and reading skills, review current school-based assessment frameworks, and discuss how these frameworks can include language assessments. Measuring language skills early and often benefits not only those who have language impairment but also all children, as it documents language variability to inform differentiated instruction.

An Empty Seat at the Table: Examining General and Special Education Teacher Collaboration in Response to Intervention

Response to Intervention (RTI) may create an opportunity for equitable approaches to special education evaluation, in part, through collaboration among general and special education teachers, who can combine their areas of expertise to better understand how to serve students’ unique academic needs, particularly in underresourced schools serving diverse learners. Historically ineffective attempts to improve collaboration between general and special education, however, may pose challenges to effective RTI implementation. In this study, the author uses Cultural-Historical Activity Theory (CHAT) to examine how RTI implementation and the intersection of other context-specific conditions impact the way general and special educators work together at one public elementary school serving a large population of diverse learners. Findings indicate that, outside of referral meetings, RTI implementation was primarily a general education endeavor. The results hold implications for the way teacher education programs prepare general and special candidates to foster collaborative approaches to RTI in unique K-12 contexts.

High School Teachers’ Sense-Making of Response to Intervention: A Critical Practice Analysis

Response to intervention (RtI) is touted as an equity-focused provision of special education policy that holds promise for reducing overrepresentation and providing academic opportunities for culturally and linguistically diverse (CLD) students. However, teachers working to implement RtI have encountered complex challenges that stifle equitable outcomes. Employing the zone of mediation (ZOM) as the critical practice analysis framework, this qualitative study examined six high school teachers’ sense-making and engagement within an RtI framework, with specific attention to their data-based decision making (DbDM) for CLD students. We used an inductive analysis approach and developed three themes: (a) limited understanding, training, and support; (b) top-down accountability pressures; and (c) deficit views on student performance. These findings situated within the ZOM framework underscore complexities that render the promise of equity for CLD students impotent within an RtI model.

A Review and Synthesis of the Response to Intervention (RtI) Literature: Teachers Implementations and Perceptions

This paper briefly reviews the Response to Intervention (RtI) framework. It explains how Individuals with Disabilities Education Improvement Act (IDEIA, 2004) and No Child Left Behind (NCLB) enhanced RtI implementation in general education classrooms. The main focus of this paper is to identify general educators’ roles when implementing RtI components such as evidence-based interventions and assessment. In addition, empirical studies that focused on general educators perceptions of RtI reforms were presented. The reviewed of the RtI literature show the need for more research on the impact of professional development, general educators’ perceptions and implementation of RtI. Keywords: high quality instruction, learning disability, discrepancy model, identification. DOI : 10.7176/JEP/10-15-02 Publication date :May 31 st 2019

Response to Intervention (RtI) and the Impact on School Psychologist Roles: Perceptions and Acceptance of Systems Change

This study examined school psychologists’ perceptions and acceptability of a state-mandated response to intervention (RtI) model. The purpose of this study was to examine the role school psychologists play in the RtI process as well as investigate factors influencing school psychologists’ involvement in RtI. A survey was disseminated through snowball sampling to school psychologists to identify the impact of RtI on school psychologists’ roles as well as district preparedness. A principal component analysis identified four clear survey components. Results from survey participants (n = 80) showed that most school psychologists felt prepared to implement RtI, but did not believe their school would be able to implement RtI with fidelity. Additionally, school psychologists working in schools already using RtI procedures felt more comfortable and confident with RtI than schools not already using RtI. The current study suggests that mandatory state-wide RtI implementation can be beneficial, but more training for teachers and administrators is needed.

Implementing a RtI tier 2 mathematics lab in a middle school

Response to intervention (RtI) in secondary schools is a viable option for mathematics, but limited research exists. In the study, students who received just Tier 1 (i.e., general education mathematics class) and students who received both Tier 1 and Tier 2 (i.e., a math lab) completed a pretest and posttest of grade-level content. The results suggest no statistically significant difference between the overall mean assessment gain scores of the two groups. The Tier 2 math lab intervention as implemented did not further exacerbate mathematical differences between struggling students and their peers but it did not work to decrease the mathematics deficits of students needing intervention either. The efficacy of a Tier 2 math lab as a RtI system at the secondary level can be questioned.

Spatio-temporal information and knowledge representation of disease incidence and respective intervention strategies.

The supplementation of medical data with environmental data offers rich new insights that can improve decision-making within health systems and the healthcare profession. In this study, we simulate disease incidence for various scenarios using a mathematical model. We subsequently visualise the infectious disease spread in human populations over time and geographies. We demonstrate this for malaria, which is one of the top three causes of mortality for children under the age of 5 years in sub-Saharan Africa, and its associated interventions within Kenya. We demonstrate how information can be collected, analysed, and presented in new ways to inform key decision makers in understanding the prevalence of disease and the response to interventions.

Response to intervention: Empirical demonstration of a dual-discrepancy population via random effects mixture models

Response to Intervention (RtI) is a commonly used framework to identify students in need of additional or specialized instruction. Special education eligibility decisions within RtI rely on the assumption that there are subpopulations of students: those who demonstrate appropriate growth and those who do not demonstrate appropriate growth, when provided specialized instruction. The purpose of the present study was to illustrate the use of random-effects mixture models (RMMs) to estimate the likely number of (unobserved) subpopulations within one curriculum-based measurement of oral reading (CBM-R) progress monitoring dataset. The dataset comprised second grade students' CBM-R data collected weekly over 20 weeks. RMMs were fit with several numbers of classes, and a two-class model best fit the data. Results suggest that RMMs are useful to understand subpopulations of students who need specialized instruction. Results also provide empirical support to some extent for the use of a dual-discrepancy model of learning disability identification within RtI.

Prevalence Rates of Students Identified for Special Education and Their Interstate Variability: A Longitudinal Approach

We investigated the variability across states in the prevalence of learning disabilities (LD) as reported by the U. S. Department of Education’s Office of Special Education Programs (OSEP). This expanded upon the work of Hallahan and colleagues on interstate prevalence rate variability of special education disability categories by focusing on a longitudinal analysis. Furthermore, we examined the effect of response to intervention (RTI) on the change in identification of LD more than 12 years from Fall 2000 through Fall 2011 for ages 6 to 17 years. We used the coefficient of variation (CV) to compare variability of prevalence rates and applied a piecewise regression to examine the effect of RTI. The results are consistent with Hallahan and colleagues’ previous findings—LD continues to demonstrate the least prevalence rate variability across states of all disability categories. LD prevalence variability is almost as minimal as that of some naturally occurring and medically diagnosed conditions (e.g., diabetes, asthma). We discuss these results within the context of changing LD identification methods, such as RTI, and decreasing prevalence of LD, suggesting possible reasons for potential changes in both prevalence and its interstate variability in the future.