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ERIC Number: EJ788279
Record Type: Journal
Publication Date: 2006
Pages: 6
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0279-6015
A Framework for Building Capacity for Responsiveness to Intervention
Fuchs, Lynn S.; Fuchs, Douglas
School Psychology Review, v35 n4 p621-626 2006
Within the context of a multilayered prevention system, responsiveness to intervention (RTI) integrates increasingly intensive instruction and, at each layer, employs assessment to identify students who are inadequately responsive and who therefore require intervention at the next, more intensive layer in the system. Over the past decade, RTI has emerged as a promising model of service delivery at the elementary grades, with behavior and reading receiving the greatest amount of systematic attention by researchers and practitioners. RTI has been codified in federal law as an alternative to traditional methods for identification of learning disabilities, and practitioners are now struggling to build RTI models for their schools, even as the federal government invests research monies to develop and validate such practices. It therefore seems appropriate at a time of both excitement and confusion about RTI to propose a framework to guide school personnel in selecting a practice and to help researchers build a useful body of knowledge to inform that practice. In this article, the authors offer a framework for building RTI capacity and address the various questions posed in the framework.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Publication Type: Journal Articles; Opinion Papers
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A