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ERIC Number: EJ788355
Record Type: Journal
Publication Date: 2007
Pages: 20
Abstractor: Author
ISSN: ISSN-0279-6015
Varying Intervention Delivery in Response to Intervention: Confronting and Resolving Challenges with Measurement, Instruction, and Intensity
Daly, Edward J., III; Martens, Brian K.; Barnett, David; Witt, Joseph C.; Olson, Stephanie C.
School Psychology Review, v36 n4 p562-581 2007
Response to intervention (RTI) involves ongoing evaluation of children's responsiveness to different levels of evidence-based interventions as a basis for eligibility determination. If students fail to make expected rates of progress, instruction is changed and, in most cases, intensified. Based on behavior-analytic models of effective instruction and research emphasizing generalizable basic skill repertoires, this article outlines ways in which educators can improve response to intervention through (a) measurement that is sensitive to students' skill proficiency and how it changes following instruction, (b) the quality of instructional materials and contexts in which students are taught, (c) the quality of practice time, and (d) arrangement of reinforcement to support maintenance and application (i.e., generalization) of basic skills. An approach that links increases in basic skill fluency to other, functional performance criteria provides the conceptual basis for specific strategies that teachers and interventionists can adopt to strengthen instruction, promote transfer of training, and monitor generalized educational outcomes at all levels of response to intervention. (Contains 1 table.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A