Response To Intervention Research Articles

Principals and Professional Learning Communities: Breaking Down Barriers to Effective Response to Intervention in Secondary Schools

In the past decade, there has been a call for reform to improve adolescent literacy achievement. Response to Intervention (RTI) is a widely employed multi-tiered intervention system designed to identify and support the academic needs of at-risk students. Despite the success of RTI for younger students, there is little research documenting ways to effectively implement the model in secondary schools. This article identifies barriers that interfere with RTI implementation and highlights strategies to avoid failure. In particular, we emphasize the need for administrative support when initiating RTI and suggest building Professional Learning Communities (PLCs) to ensure teachers are offered the time to collaborate on planning, implementing, and assessing the effects of RTI. Keywords: administration, differentiated instruction, literacy, professional development, secondary education, special education DOI: 10.7176/JEP/12-23-03 Publication date: August 31 st 2021

Alignment of School and Leadership Practices in Basic Education with Response-to-Intervention Model

This study assessed the implementation of school and leadership practices of the selected basic education schools and their alignment with the Response-to-Intervention (RTI) model components which enhanced the RTI implementation. The gaps in aligning the school and leadership practices with the RTI model were identified as concerns. As the RTI model is about preparing all students for success in their adult lives and careers, the school leaders hold a very significant position in improving the academic performance of all their learners. The study used the mixed method. The quantitative data analysis used a survey questionnaire and sent to the respondents through Google Forms. The descriptive statistics of frequency, mean and standard deviation was calculated using the IBM SPSS Statistics. For the qualitative data, an interview was conducted with the school principals, guidance counselors and selected class advisers, to clarify and support the responses in the survey questionnaire.
 Based on the findings, the researcher designed the contextualized RTI framework for basic education in Cebu City, Philippines. The recommendations of the study were: (1) include the RTI systems and procedures in the quality management system of the school; (2) for human resource departments and hiring committees, they should consider the qualification each potential new principal his or her previous experience working with students with special needs; (3) schools should consider providing professional development and training opportunities to principals whose sole or primary classroom teaching experience has been in general education; and, (4) for an individualized professional development planning process, principals might want to incorporate professional development opportunities that focus on leadership support for interventions.

Early Literacy Intervention for Culturally and Linguistically Diverse Students with Varying English Language Proficiency Levels

Objectives: This study examined the effectiveness of Sound Partners, an evidence-based early literacy intervention program, with culturally and linguistically diverse elementary students within an applied Response to Intervention (RTI) system. Method: Participants (n = 11) with a range of English language proficiency (ELP) who spoke English, Hmong, Khmer, or Nepali as a first language were recruited based on indicators of high academic risk displayed during the participating school’s universal literacy screening process. Three replications of a randomized multiple baseline single case research study were conducted to assess the effectiveness of Sound Partners in three groups: those with lower ELP, middle ELP, and native English speakers. Progress monitoring of early literacy skills occurred weekly across baseline and intervention phases. Results: Visual analysis results supported two intervention effects: PSF effects in the low ELP replication and LSF effects in the native English speaker replication. Supplemental statistical analyses were conducted to describe the magnitudes and variations of effect sizes. Conclusion: Results suggest that key factors related to heterogeneity within the diverse population of ELL students, such as ELP levels, must be carefully considered when implementing RTI. Supplemental data for this article is available online at https://doi.org/10.1080/15377903.2021.1953660.

English

The study aims to investigate the impact of an educational program that was developed based on the response to intervention model for diagnosing and improving the difficulties of learning to read and write among a sample of students in Jordan. The number of the study participants was 60 male and female students, with learning difficulties in fourth, fifth, and sixth grades in government schools affiliated with the Jordanian Ministry of Education. For the purpose of the study, a program was prepared based on the strategies and methods of the response to intervention model in three stages, measured the effectiveness of the program in diagnosing reading and writing difficulties was prepared and measured the extent of their improvement. The researcher prepared achievement reading and writing tests to be applied in the pre and post measurement for each stage of the response to intervention model. The program was implemented for two consecutive months at three meetings per week, each of which lasted for 45 minutes. The study data collected were analyzed and the study reached (1) the effectiveness of the response to intervention model in detecting students' reading and writing difficulties were demonstrated by the decrease in the number of students who need intensive interventions according to each stage of the model and (2) there are statistically significant differences in the achievement tests performance for reading and writing and for post-measurement in all stages of the response to intervention model and grades.   Key words: Response to intervention (RTI), reading and writing difficulties.

Efficacy of the RtI Model in the Treatment of Reading Learning Disabilities

(1) Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices of the RtI model in reading in Primary Education. (2) Method: A systematic review of the literature published between 2010 and 2020 was performed, analyzing in the 31 selected articles, the identification and monitoring methods and the interventions at the different tiers of the RtI model. (3) Results: There are different methods to identify struggling readers, and there is no consensus on the matter. There are also many differences in the implementation of the different tiers of the RtI model; however, its effectiveness is demonstrated. (4) Conclusions: The implementation of the RtI model in a flexible way adapted to the circumstances of each moment, and can be considered as a highly effective resource in the prevention and early detection of reading learning problems.

A Tiered Approach for Training Paraeducators to Use Evidence-Based Practices for Students With Significant Disabilities

Paraeducators play an important role in the education of students with significant disabilities. They can best contribute to improving student outcomes when they are skilled in using evidence-based practices. Tiered training is a practical and promising solution for how teachers can train teams of paraeducators to use evidence-based practices. Like a Response to Intervention (RTI) model for students, tiered staff training involves providing initial training for groups of paraeducators, monitoring their performance, and then providing follow-up coaching to only the paraeducators who need extra support. In this article, each step of tiered training is described with examples. This step-by-step guide is informed by a series of research studies in which tiered training was tested with more than 60 paraeducators who serve students with significant disabilities in public schools.

Model Development of Response to Intervention for Children with Disabilities in Central Jakarta Inclusive Schools

The general objectives of this research and development are as follows: (1) Knowing the teacher's ability to carry out learning for mild mentally retarded students at SDN 03 Kemayoran. (2) Develop a learning model of the Response to Intervention (RTI) for mild mentally retarded children in inclusive schools. (3) Knowing the effectiveness of using the Response to Intervention (RTI) learning model for students with special needs in inclusive schools. This research approach usesbased development research and developmentresearch (R & D), which was proposed by Atwi Suparman, known as the MPI Model. The results of the study showed that the average score of the material expert was 3.28 which means the product was considered good and the learning design expert was 4.07 which meant the product was very good. Then in the test phase to students the average score for the face to face tryout stage is 3.63 which means the product is considered very good and at the small group stage is 3.47 which means the product is considered very good. The results of the interviews with teachers obtained very good results. In conclusion, the module of the response to intervention model can be said to be good, but still needs to be improved in accordance with expert advice, as well as teachers as users.

Variations in RTI Literacy Implementation in Grades 6-12: A National Study

ABSTRACT Despite the need for Response to Intervention (RTI) in secondary grades, research is scant with most studies exploring state-level policy guidance and RTI implementation surveys in classrooms. Additionally, state and federal policy has generally been vague regarding specific information for RTI implementation in literacy. Our national survey reports data on RTI implementation from 209 secondary grade teachers. Response profiles and statistical significance tests were conducted, determining that many secondary level classrooms are using research-based recommendations for RTI implementation and practice across the country. However, significant regional differences exist in how RTI is being resourced and implemented.

Foundation phase teachers’ points of view on the viability of Response to Intervention in their school context

Guided by an interpretivist paradigm, the qualitative case study reported on here provided insight into the points of view of 9 foundation phase teachers on whether they believed that Response to Intervention (RtI) could be a viable approach to implement within their own school context. A semi-structured, focus group interview was conducted to explore the participants’ views regarding the viability of RtI for their school. Through exploring these teachers’ views, we aimed at initiating further research into whether RtI could potentially be a viable approach to assessment and intervention within a South African context. The findings suggest that the participants envisioned numerous challenges in the implementation of RtI within their school context. These challenges related to a lack of resources and challenges associated with the curriculum. The participants envisioned such challenges as potentially preventing the effective implementation of RtI and, therefore, decreasing its viability in their school context. The participants believed that if certain challenges, such as a lack of time and a lack of qualified teaching staff could be addressed and overcome, then an RtI approach could become viable in their school context. They believed that an effective RtI implementation could yield benefits associated with improved overall service delivery to learners and their parents. Furthermore, the participants believed that RtI could potentially result in a reduced need for financial resources to pay for referrals to learner support specialists, which they perceived as a challenge in their learner support interventions. The insights obtained from this study may be useful in guiding further research endeavours into the perceived viability of RtI in other school contexts in South Africa.

Social and emotional learning in early childhood education and care: a public health perspective

Social and emotional learning in early childhood education and care: a public health perspective

Piloting the Response to Intervention Model in the Canary Islands: Prevention of Reading and Math Learning Disabilities.

The main objective of this study was to examine the effectiveness of an intervention implemented by elementary school teachers within the context of the Response to Intervention (RtI) model. For this purpose, a Tier 2 or secondary intervention was implemented by Spanish-speaking teachers in grades K-3 after receiving training to implement RtI components with fidelity. A total of 1,923 at-risk students were assigned to treatment (in reading, n = 542; in math, n = 483) or control (in reading, n = 406; in math, n = 492). Teachers were provided with a support system that included two web-based training programs for reading (i.e., Letra program) and math (i.e., Primate program). Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted, and differences in the growth rate of reading and math performance were analyzed between at-risk students who have received the intervention and those who have not received it. Children at-risk in the intervention condition appeared to benefit more than at-risk children in the control condition. Moreover, findings indicate that the earlier the intervention, the greater the percentage of students who leave the situation of risk of learning difficulties in reading and math.

Assessing the Efficacy of Tier 2 Mathematics Intervention for Spanish Primary School Students

This study explored the efficacy of a Tier 2 intervention within the context of the Response to Intervention (RtI) model implemented by Spanish first- to third-grade primary school teachers to improve at-risk students’ early math skills. Teachers were instructed in the administration of a math curriculum-based measure composed of 5 isolated measures (quantity discrimination, missing number, single-digit computation, multidigit computation, and place value) to identify at-risk students and to monitor their progress; and in the implementation of a systematic and explicit instructional program to improve basic math skills in at-risk students. Implementation fidelity was analyzed using direct observations and self-reports. The intervention was conducted with adequate fidelity and had a significant positive impact on all grades. Significant differences were found between experimental and control students at risk of math failure in the improvement rate of quantity discrimination, missing number, and place value in all grades. Experimental at-risk students showed a monthly improvement, assessed using a combination of screening and progress monitoring measures. In conclusion, Spanish first to third graders at risk of math failure benefited from a Tier 2 intervention based on basic math skills, implemented by in-service teachers.

Supporting Students with or at Risk of Emotional Disturbance within the Response to Intervention Model: A Systematic Review

The response to intervention (RtI) model is a pre-referral model adopted by schools in the United States to prevent academic failure and enhance students’ academic outcomes. Recent research in the educational field suggests that integrating behavioral components into this model can support students with or at risk of emotional disturbance (ED). This study provides a systematic review of studies published between January 2004 and April 2020 that employ experimental research designs to examine the implementation of RtI to support students with or at risk of ED. A total of seven studies were identified and reviewed. Results vary for the implementation of RtI to support students with or at risk of ED. Although some studies reported potential positive effects of implementing RtI to reduce disruptive behaviors among students, other studies reported that students were unresponsive to the received behavioral intervention within RtI. Further studies are thus needed to fill the gap in the literature on how students with or at risk of ED can be supported by schools adopting the RtI model. Keywords: Response to intervention, Emotional disturbance, Emotional and behavioral disorders, Behavioral challenges, Emotional challenges DOI: 10.7176/JEP/11-36-08 Publication date: December 31 st 2020

Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative

This article describes a Response to Intervention (RTI) model of early identification and intervention to prevent reading failure. A simple screening system to alert teachers to children who may not have some of the prerequisite skills necessary for reading and a whole class intervention system will be described. The success of these initiatives was measured systematically, and the incidence of reading difficulties was reduced to 1.5% in the children who had English as a first language and in children who had English as an additional language. The article also examines the relative influence of students’ first language on learning to read in English and the benefits of bilingualism.

Adaptação do modelo resposta-à-intervenção para identificação de alunos com necessidades educativas especiais em escolas regulares

Este artigo apresenta resultados parciais de um estudo longitudinal, ainda em curso, cujo propósito é desenhar, avaliar e validar um instrumento para a identificação e atendimento de alunos com Necessidades Educativas Especiais em Escolas Regulares do Ensino Primário em Moçambique, adaptado do modelo Resposta-à-Intervenção. De natureza qualitativa, o estudo teve como referencial teórico-metodológico a Pesquisa-acção com abordagem técnica de consultoria colaborativa, que usou como instrumentos acções de indução, grupos focais e entrevistas. Participaram um director de escola, um director adjunto pedagógico e onze professores que leccionavam a 2ª classe, numa escola regular do ensino primário localizada na periferia da cidade capital de Moçambique. Os resultados sugeriram um modelo constituído por três níveis de intervenção. O primeiro nível, o de Intervenção Estrutural, é concernente a decisões que devem ser tomadas com relação a: (i) Reorganização da escola, visando dotá-la de condições que permitam o processo de identificação de alunos com Necessidades Educativas Especiais na própria sala de aula regular; (ii) Criação de ambiente de colaboração com os pais e encarregados de educação e, (iii) Identificação de recursos fora da escola. O segundo nível é o da Intervenção de Triagem de todos os alunos em sala de aula e monitorização das respostas daqueles em situação de necessidades. O último nível concerne a Intervenção Grupal, que consiste no atendimento das necessidades educativas dos alunos identificados. Os participantes consideraram o modelo prático, acessível e viável no contexto de Moçambique.

Principals’ Depth of Perception of Knowledge on Special Education Programs: How Much Do They Really Know?

In this study, research centered on the degree to which principals felt knowledgeable about basic generic leadership as well as special education functions. Current principals were selected from the 2018 state DOE databases from five states—Georgia, New York, Michigan, Vermont, and Oregon representing a wide demographic base. Ten (10) functions were generic leadership functions such as budget preparation or evaluating teachers while ten (10) others were related to special education such as authorship of Individual Education Plan (IEP’s) or Response to Intervention (RTI) strategies. Data suggest that a moderate difference exists with higher ratings attributed to generic leadership functions.

Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia?

PurposeSpecific language impairment (SLI; see also developmental language disorder) and dyslexia are separate, yet frequently co-occurring disorders that confer risks to reading comprehension and academic achievement. Until recently, most studies of one disorder had little consideration of the other, and each disorder was addressed by different practitioners. However, understanding how the two disorders relate to each other is important for advancing theories about each disorder and improving reading comprehension and academic achievement. The purpose of this clinical focus article is to integrate research on SLI and dyslexia as well as advocate for the consideration of comorbidities in future research and clinical practice.MethodThe first section reviews definitions as well as inclusionary and exclusionary criteria for SLI and dyslexia. The second section reviews research demonstrating that SLI and dyslexia are different disorders that often co-occur. Studies examining language, working memory, and academic achievement in children with separate versus co-occurring SLI and dyslexia are reviewed. The final section compares and contrasts school identification frameworks for children with SLI and dyslexia and considers the potential benefits of incorporating broad language skills into response to intervention (RTI) assessment frameworks.ConclusionsChildren with weak language skills are at a high risk of experiencing reading problems, but language difficulties are often hidden from view. Directly addressing language skills within school RTI frameworks can help improve the identification and treatment of children with SLI and dyslexia as well as support improved reading comprehension and academic achievement for all students.Presentation Video https://doi.org/10.23641/asha.13063793

المعرفة بنموذج الاستجابة للتدخل لدى مشرفی صعوبات التعلم والصفوف الأولیة ومعوقات تطبیقه فی المملکة العربیة السعودیة

المستخلص : هدف البحث إلى التعرف على درجة المعرفة بنموذج الاستجابة للتدخل لدى مشرفي صعوبات التعلم والصفوف الأولية ومعوقات تطبيقه في المملکة العربية السعودية، وتکون مجتمع الدراسة من جميع مشرفين ومشرفات صعوبات التعلم والبالغ عددهم (144)، وجميع مشرفين ومشرفات الصفوف الأولية والبالغ عددهم (1064)، التابعين للإدارات التعليمية ومکاتب الإشراف التابعة لوزارة التعليم في المملکة العربية السعودية وفق إحصائية وزارة التعليم (1437-1438ه). واقتصرت عينة الدراسة على (240) من مشرفي الصفوف الأولية، و(91) من مشرفي صعوبات التعلم. وتم استخدام المنهج الوصفي التحليلي، کما أعدت الباحثة الاستبانة کأداة للدراسة وتم حساب خصائصها السيکومترية. وتوصلت نتائج الدراسة إلى أن درجة المعرفة بنموذج الاستجابة للتدخل لدى مشرفي صعوبات التعلم ومشرفي الصفوف الأولية مرتفعة, ووجود فروق ذات دلالة إحصائية عند مستوى الدلالة (α=0.05) بين المتوسطات الحسابية لدرجة المعرفة بنموذج الاستجابة للتدخل (RTI) تعزى لمتغيرات (التخصص, المؤهل العلمي), وعدم وجود فروق ذات دلاله إحصائية عند مستوى الدلالة (α=0.05) بين المتوسطات الحسابية لدرجة المعرفة بنموذج الاستجابة للتدخل (RTI) تبعا لمتغيرات (الجنس, سنوات الخبرة, المنطقة). کذلک ظهرت نتيجة معوقات تطبيق نموذج الاستجابة للتدخل أن هذه المعوقات جاءت بدرجة مرتفعة. Abstract: This study aims to investigate the degree of knowledge of Response to Intervention (RTI) model 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 educational departments and supervision offices in the Kingdom of Saudi Arabia according to statistics of the Ministry of Education (1437-1438 H).The sample group was limited to (240)of Early Elementary Levels Supervisors, and 91 from Learning Disabilities Supervisors. The current study adopted the comparative analytical descriptive method. The researcher prepared a questionnaire as the study instrumentation and calculated its psychometric characteristics. Findings revealed 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 –also- 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 variables (specialization, scientific qualification). Findings –also- showed that there were no statistically significant differences at the level of (α = 0.05) between the mean scores of the knowledge level of the RTI according to the variables (gender, years of experience, region). Findings showed that the obstacles of applying response to intervention model came in a high degree.

An examination of the relationships between specific learning disabilities identification and growth rate, achievement, cognitive ability, and student demographics.

Students with specific learning disabilities (SLDs) represent a large proportion of those receiving special education services in U.S. schools, but the relationship between student-level variables and SLD identification is still not well understood. The purpose of this study was to examine the extent to which data collected as part of a comprehensive psychoeducational evaluation were associated with SLD identification status. Logistic regression analyses were used to examine how response to intervention (RtI) slope (i.e., growth rate), academic achievement, global cognitive ability, and demographic variables (i.e., race/ethnicity, gender, and free/reduced-price lunch [FRL] status) were related to SLD identification. Academic achievement (B = -0.13, OR = 0.88), race/ethnicity (B = -1.35, OR = 0.26; 0 = white student, 1 = student of color), and FRL (B = 0.94, OR = 2.57) were related to SLD status, but global cognitive ability and RtI slope were not, even though the RtI method was reported to be used during the special education decision-making process. Implications for practice, particularly related to the use of RtI, are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

فاعلية نموذج الاستجابة للتدخل RTI في تنمية العمليات الحسابية الاساسية لدى الطلبة ذوي صعوبات تعلم الرياضيات

This study aimed to identify the effectiveness of response to inter-vention (RTI)’s model in developing basic math operations among math learning disabilities’ students. The Sample of the study consisted of (30) randomly chosen students from Irbid schools. The findings revealed that the use of RTI’s model has decreased the percentage of learning disabil-ity students by (63.33%). After applying RTI’s model, (23) students had responded, which indicates the high forecasted value of RTI’s model based on qualitative analysis. Only (19) students benefited from RTI’s model where 4 students were dropped, interference methods’ reliability percentage was (82.6). The researcher provided a set of recommenda-tions in the light of these results. هدفت الدراسة إلى معرفة فاعلية نموذج الاستجابة للتدخل RTI في تنمية العمليات الحسابية الاساسية لدى الطلبة ذوي صعوبات تعلم الرياضيات، تكونت عينة الدراسة من 30 طالبا تم اختيارهم عشوائيا من مدارس محافظة اربد، كشفت نتائج الدراسة أن نموذج الاستجابة للتدخل يقلص نسبة ذوي صعوبات التعلم بنسبة %63.33، بعد تطبيق نموذج الاستجابة للتدخل استجاب للتدخل 23 طالبا، وهذا يدل على ارتفاع القيمة التنبؤية لنموذج الاستجابة للتدخل القائم على التحليل الكيفي. وفي مرحلة المتابعة تراجع 4 طلاب ليصبح عدد المستفيدين من النموذج 19 طالبا، وبلغت نسبة ثبات آليات التدخل82.6. وفي ضوء نتائج الدراسة قدمت مجموعة من التوصيات.