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ERIC Number: EJ933644
Record Type: Journal
Publication Date: 2005
Pages: 12
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1087-3414
Using Response-to-Intervention to Enhance Outcomes for Children
VanDerHeyden, Amanda M.; Jimerson, Shane R.
California School Psychologist, v10 p21-32 2005
Response to Intervention (RTI) models have substantial promise for screening, intervention service delivery, and to serve as catalysts for system change to enhance the educational outcomes of children. RTI represents a more flexible service delivery model; however, it is essential to articulate how RTI can be effectively implemented and demonstrated to be functionally meaningful. This article provides a brief review of probable advantages and possible challenges of implementing RTI and also provides an overview of data emerging from the Screening to Enhance Equitable Placement (STEEP) problem-solving model. Further research is necessary to clearly delineate the purpose(s), operationalize procedures and judgments, and evaluate the decision-making utility of the RTI models in practice. (Contains 2 tables.)
California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California