ERIC Number: EJ806492
Record Type: Journal
Publication Date: 2005
Abstractor: As Provided
Reference Count: 31
Application of a Three-Tiered Response to Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services
Ardoin, Scott P.; Witt, Joseph C.; Connell, James E.; Koenig, Jennifer L.
Journal of Psychoeducational Assessment, v23 n4 p362-380 2005
An alternative to the IQ-achievement discrepancy model for identifying students with learning disabilities is the response to intervention (RTI) model. There is a growing literature base in support of the RTI model, and within the reauthorization of IDEA there is an allowance for an RTI approach whereby RTI "may" be used by school psychologists when evaluating students for special education. The research base on RTI is expanding but there has been little empirical work directed toward understanding RTI as it is implemented by school-based practitioners. The current study examined a simple three-phase RTI model. Universal screening in mathematics was used in Phase I in conjunction with a brief skill/performance deficit assessment to identify students in need of instructional intervention. In Phase II, a classwide intervention was implemented to evaluate the extent to which poor academic performance was a function of lack of instruction. Phase III provided intensive intervention to five students who did not respond adequately to the classwide intervention. Only one student did not respond adequately to individual intervention.
Descriptors: Intervention, School Psychologists, Learning Disabilities, Psychoeducational Methods, Models, Identification, Special Education, Mathematics, Academic Achievement, Instructional Effectiveness, General Education, Mathematics Instruction, Subtraction
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
IES Cited: ED560919