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ERIC Number: EJ804515
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1937-6928
Long-Term Results of a Problem-Solving Approach to Response to Intervention: Discussion and Implications
Carney, Karen J.; Stiefel, Gilbert S.
Learning Disabilities: A Contemporary Journal, v6 n2 p61-75 2008
Two general models exist for implementing Response to Intervention (RtI) for struggling students, the standard protocol model and the problem-solving model. This study examined the long-term outcomes of one example of the problem-solving method, the Instructional Support Team (IST), in a field setting. Academic records of 32 students were reviewed to describe their educational outcomes 3.5 school years after their initial referral to IST. Use of this model resulted in an expansion of existing services for students, a permanent intermediate stratum for students at risk. Neither level of program support (Tier I, II, or III) at the end of the study, nor risk for school failure, was predicted based on student gender or reason for referral. Implications are discussed. (Contains 5 tables.)
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldam.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A